|Statement||developed and produced by the Community Education Office in cooperation with Center for Organizational and Community Development, the University of Massachusetts/Amherst ; principal researcher, Georganne Greene ; assistant researchers, Sally Habana-Hafner ... [et al.].|
|Contributions||Habana-Hafner, Sally., Massachusetts. Office of Community Education., University of Massachusetts at Amherst. Center for Organizational and Community Development.|
|LC Classifications||LC3732.M4 G74 1987|
|The Physical Object|
|Pagination||44 p. ;|
|Number of Pages||44|
|LC Control Number||90620595|
any minority groups in the united States tend to struggle in school. In –, for example, the dropout rate for African American and Hispanic students exceeded that of white students (NCES ). Students from those groups are also less-frequently identified as gifted or . Currently, linguistic minority students – students who speak a language other than English at home – represent 21% of the entire K student population and 11% of the college student population. Bringing together emerging scholarship on the growing number of college-bound linguistic minority students in the K pipeline, this ground-breaking volume showcases new research on Cited by: This book confronts the patterns of school failure often faced by subordinated minority groups in the United States. It does so by presenting a socioacademic framework that is based on the notion that all groups can have comparable access to quality schooling, comparable participation in the schooling, and derive comparable educational benefits from their participation.3/5(1). Author(s): Garcia, Eugene E. | Abstract: Linguistically and culturally diverse students find themselves in a vulnerable situation on entering U.S. schools. They can achieve academic success, however, when provided with appropriate instruction tailored to meet their specific needs. Recent research has documented effective instructional practices used with students from homes and communities.
Schools seem to be making well-thought-out efforts to attract and retain faculty and students from a wide variety of societal backgrounds and economic sectors. The resources under The Diversity Practitioner on the National Association of Independent Schools ' site show the kind of proactive approach which NAIS members are taking. This report looks at programs and approaches for educating students from diverse linguistic and cultural backgrounds. It is intended as a guide for decision makers in schools and school districts to help them identify the instructional approaches and programs that would best serve their students, meet their goals and needs, and match local resources and conditions. A national study of school effectiveness for language minority students’ long-term academic achievement. Santa Cruz, CA, and Washington, DC: Center for Research on Education, Diversity & Excellence. (). The multiple benefits of dual language. Educational Leadership, 61(2), 61– Teaching Tolerance provides free resources to educators—teachers, administrators, counselors and other practitioners—who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.
of parental involvement by language minority parents. One factor that has often been cited as hindering effective parent-school collaboration is a deficit view of the language minority parents. This view is represented by the belief Everyone agrees that family partici-pation is paramount to student achieve-ment. Much has been written about the. Positionings of racial, ethnic, and linguistic minority students in high school biology class: Implications for science education in diverse classrooms. schools. (McFadden, ). This linguistic xenophobia was somewhat stemmed in , when the Supreme Court declared, albeit rather apologetically, that a Nebraska state law prohibiting the teaching of a foreign language to elementary students was unconstitutional. Mever v. Nebraska is illustrative of several cases of the time. A teacher in a. In their study of effective secondary schools, Lucas et al. () found that language-minority students are more likely to achieve when a school's curriculum responds to their individual and differing needs by offering variety in three areas: the skills, abilities, and knowledge classes are designed to develop (i.e., native-language.