# data[].attributes.headline
Citation: Hornbeck, D.W. (1991). Technology and students at risk for school failure. In A.D. Sheekey (Ed.). Educational policy and telecommunications technologies (pp. 1-7). Washington.

# data[].attributes.subject
Citation: Hornbeck, D.W. (1991). Technology and students at risk for school failure. In A.D. Sheekey (Ed.). Educational policy and telecommunications technologies (pp. 1-7). Washington.

# data[].attributes.body
Description: Explores demographic conditions that puts students at risk for school failure.

# data[].attributes.headline
Citation: Haberman, M. (1991). Pedagogy of poverty versus good teaching. Phi Delta Kappan, 73, 290-294.

# data[].attributes.subject
Citation: Haberman, M. (1991). Pedagogy of poverty versus good teaching. Phi Delta Kappan, 73, 290-294.

# data[].attributes.body
Description: Defining and describing alternative pedagogy for children of poverty and a move away from directive teaching.

# data[].attributes.headline
Citation: Darder, A. (1993). How does the culture of the teacher shape the classroom experience of Latino students?: The unexamined question in critical pedagogy. In S.W. Rothstein (Ed.), Handbook of schooling in urban America (pp.195-221).

# data[].attributes.subject
Citation: Darder, A. (1993). How does the culture of the teacher shape the classroom experience of Latino students?: The unexamined question in critical pedagogy. In S.W. Rothstein (Ed.), Handbook of schooling in urban America (pp.195-221).

# data[].attributes.body
Description: Recognition of classroom differences in the educational setting shaping the experience of Latino and other students.

# data[].attributes.headline
Citation: Given, L.M., Winkler, D.C. Wilson, R., Davidson, C., Danby, S. (2016). Parents as coresearchers at home: Using an observational method to document young children's use of technology. International journal of qualitative methods 15(1), 1609406915621403

# data[].attributes.subject
Citation: Given, L.M., Winkler, D.C. Wilson, R., Davidson, C., Danby, S. (2016). Parents as coresearchers at home: Using an observational method to document young children's use of technology. International journal of qualitative methods 15(1), 1609406915621403

# data[].attributes.body
Description: This article discussed the use of observational video recordings to document young children's use of technology and guidance for researchers implementing similar studies in the future.

# data[].attributes.headline
Citation: Braun, L. (1990). Vision: Test (technologically enriched schools of tomorrow). Final report: Recommendations for American educational decision makers. Eugene, OR: International Society for Technology in Education.

# data[].attributes.subject
Citation: Braun, L. (1990). Vision: Test (technologically enriched schools of tomorrow). Final report: Recommendations for American educational decision makers. Eugene, OR: International Society for Technology in Education.

# data[].attributes.body
Description: A study documenting how technology is creating exciting learning environments for enriched schools of tomorrow (the Vision).

# data[].attributes.headline
Citation: Boyd, W.L. (1991). What makes ghetto schools succeed or fail? Teachers College Record, 92, 331-362.

# data[].attributes.subject
Citation: Boyd, W.L. (1991). What makes ghetto schools succeed or fail? Teachers College Record, 92, 331-362.

# data[].attributes.body
Description: Explore how today's economic and demographic trends affect failing ghetto schools and how it can be turned around for success.

# data[].attributes.headline
Citation: Di Benedetto, A. O. (2004). In tech training: Impact upon elementary teachers' use of student-centered learning strategies. The University of Southern Mississippi.

# data[].attributes.subject
Citation: Di Benedetto, A. O. (2004). In tech training: Impact upon elementary teachers' use of student-centered learning strategies. The University of Southern Mississippi.

# data[].attributes.body
Description: This dissertation investigated whether state-supported integrate technology (in tech) training influenced teachers to shift their teaching practices to student centered teaching practices.

# data[].attributes.headline
Citation: Waxman, H. C. (1995). Technology's role in improving the teaching and learning of English language learners. Society of Information Technology & Teacher Education International Conference, 93-97. https://www.learntechlib.org/primary/p/46581/

# data[].attributes.subject
Citation: Waxman, H. C. (1995). Technology's role in improving the teaching and learning of English language learners. Society of Information Technology & Teacher Education International Conference, 93-97. https://www.learntechlib.org/primary/p/46581/

# data[].attributes.body
Description: A paper that examines the role of technology in improving the teaching and learning for ELLs.

# data[].attributes.headline
Citation: Padron, Y. N., Waxman, H. C. (1996). Improving the teaching and learning of English language learners through instructional technology. International Journal of Instructional Media 23 (4), 341-54

# data[].attributes.subject
Citation: Padron, Y. N., Waxman, H. C. (1996). Improving the teaching and learning of English language learners through instructional technology. International Journal of Instructional Media 23 (4), 341-54

# data[].attributes.body
Description: Discusses technology's role in improving teaching and learning for English-language learners (ELLs) implementing new technology and how it changes the teacher's role.

# data[].attributes.headline
Citation: Ennis, K. (2019). A blended approach to English instruction. Faculty & Staff Research and Creative Activity. 336. https://digitalcommons.murraystate.edu/faculty/336

# data[].attributes.subject
Citation: Ennis, K. (2019). A blended approach to English instruction. Faculty & Staff Research and Creative Activity. 336. https://digitalcommons.murraystate.edu/faculty/336

# data[].attributes.body
Description: Increasing student ownership of learning and decreasing teacher workload through tech planning.

# data[].attributes.headline
Citation: Wulandari, M., Pasaribu, T. A. (2022). Technology for English language learning. Sanata Dharma University Press.

# data[].attributes.subject
Citation: Wulandari, M., Pasaribu, T. A. (2022). Technology for English language learning. Sanata Dharma University Press.

# data[].attributes.body
Description: A book that covers both theoretical and practical knowledge of using technical media in language learning for the benefits of classroom teachers.

# data[].attributes.headline
Citation: Mercado, L. (2017). Technology for the language classroom: Creating a 21 st century learning experience. Bloomsbury Publishing.

# data[].attributes.subject
Citation: Mercado, L. (2017). Technology for the language classroom: Creating a 21 st century learning experience. Bloomsbury Publishing.

# data[].attributes.body
Description: An article describing a comprehensive guide to how to make the best use of technology to enhance the English language learning experience utilizing existing research and literature to promote reflective and exploratory practice.

# data[].attributes.headline
Citation: Kennedy, S., Soifer, D. (2013). Technology-driven innovations for teaching English learners. VA: Lexington Institute.

# data[].attributes.subject
Citation: Kennedy, S., Soifer, D. (2013). Technology-driven innovations for teaching English learners. VA: Lexington Institute.

# data[].attributes.body
Description: A paper that discusses six promising technology-driven innovations currently demonstrating encouraging progress towards meeting the educational needs of ELLs.

# data[].attributes.headline
Citation: Ford, D.Y., Harmon, D.A. (2001). Equity and excellence: Providing access to gifted education for culturally diverse students. Journal of Secondary Gifted Education 12 (3), 141-147.

# data[].attributes.subject
Citation: Ford, D.Y., Harmon, D.A. (2001). Equity and excellence: Providing access to gifted education for culturally diverse students. Journal of Secondary Gifted Education 12 (3), 141-147.

# data[].attributes.body
Description: Changing the mindset of teachers to recognize gifted language learners who come from diverse cultural and linguistic groups.

# data[].attributes.headline
Citation: Wolf, M.K., Herman, J.L., Bachman, L.F., Bailey, A.L., Griffin, N. (2008). Recommendations for assessing English language learners: English language proficiency measures and accommodation uses. Recommendations report (part 3 of 3). CRESST Report 737. National Center for Research on Evaluation, Standards, and Student Testing (CRESST)

# data[].attributes.subject
Citation: Wolf, M.K., Herman, J.L., Bachman, L.F., Bailey, A.L., Griffin, N. (2008). Recommendations for assessing English language learners: English language proficiency measures and accommodation uses. Recommendations report (part 3 of 3). CRESST Report 737. National Center for Research on Evaluation, Standards, and Student Testing (CRESST)

# data[].attributes.body
Description: Guidelines and recommendations regarding ELL assessments in order to meet state standards regarding ELP.

# data[].attributes.headline
Citation: Bunch, G.C., Aguirre, K. T. (2009). Beyond the scores: Using candidate responses on high stakes performance assessment to inform teacher preparation for English learners. Issues in Teacher Education 18(1), 103-128.

# data[].attributes.subject
Citation: Bunch, G.C., Aguirre, K. T. (2009). Beyond the scores: Using candidate responses on high stakes performance assessment to inform teacher preparation for English learners. Issues in Teacher Education 18(1), 103-128.

# data[].attributes.body
Description: Used as a performance assessment for California teachers to qualify them for mainstream and ELL instruction.

# data[].attributes.headline
Citation: Dove, M.G., Honigsfeld, A. (2017). Co-teaching for English learners: A guide to collaborative planning, instruction, assessment, and reflection. Corwin Press

# data[].attributes.subject
Citation: Dove, M.G., Honigsfeld, A. (2017). Co-teaching for English learners: A guide to collaborative planning, instruction, assessment, and reflection. Corwin Press

# data[].attributes.body
Description: Guidance for collaborative learning and co-teaching for English learners. It contains tips for classroom configurations, video footage of co-teaching, instructions for co-planning, co-instruction, co-assessment, and reflection.

# data[].attributes.headline
Citation: Echevarria, J., Richards-Tutor, C., Canges, R., Francis, D. (2011). Using the SIOP model to promote the acquisition of language and science concepts with English learners. Bilingual Research Journal 34 (3), 334-351.

# data[].attributes.subject
Citation: Echevarria, J., Richards-Tutor, C., Canges, R., Francis, D. (2011). Using the SIOP model to promote the acquisition of language and science concepts with English learners. Bilingual Research Journal 34 (3), 334-351.

# data[].attributes.body
Description: A study looking at the Sheltered Instruction Observation Protocol (SIOP) in middle school science with findings explored and asked to use caution when interpreting the study's findings.

# data[].attributes.headline
Citation: Lenski, S., Verbruggen, F. (2010). Writing instruction and assessment for English language learners K-8. Guilford Press.

# data[].attributes.subject
Citation: Lenski, S., Verbruggen, F. (2010). Writing instruction and assessment for English language learners K-8. Guilford Press.

# data[].attributes.body
Description: Provides reproducibles and examples to combine instruction and core skills through engagement by effective instructional methods, lesson planning ideas, examples of student work, worksheets, rubrics and other useful materials for ELL assessment and writing development at different grade levels and language proficiency levels.

# data[].attributes.headline
Citation: Gonzalez, M. M. (2016). Preparing teacher candidates for the instruction of English language learners. Networks: An Online Journal for Teacher Research 18 (2), 6.

# data[].attributes.subject
Citation: Gonzalez, M. M. (2016). Preparing teacher candidates for the instruction of English language learners. Networks: An Online Journal for Teacher Research 18 (2), 6.

# data[].attributes.body
Description: Describes a web-based questionnaire utilizing a sheltered instruction approach to lesson planning to improve instruction of ELLs, time for teacher reflection, and the use of rubrics to give feedback on ELLs assignments.

# data[].attributes.headline
Citation: Luster, J. (2012). Using state assessment for teaching English language learners. Research in Higher Education Journal 18

# data[].attributes.subject
Citation: Luster, J. (2012). Using state assessment for teaching English language learners. Research in Higher Education Journal 18

# data[].attributes.body
Description: The research show that there is a widening gap between Caucasian students and minority students and recognize that many teachers are under prepared to make content comprehensible for ELLs or other minority groups. ELLs not speaking English properly will have difficulty graduating from high school. It also documents the fact that only 11 states in the 2007-2008 met their ELL accountability goals under the No Child Left Behind Act.

# data[].attributes.headline
Citation: Buxton, C.A., Allexsaht-Snider, M., Suriel, R., Kayumova, S., Choi, Y. (2013). Using educative assessment to support science teaching for middle school English-language learners. Journal of Science Teacher Education 24 (2), 347-366.

# data[].attributes.subject
Citation: Buxton, C.A., Allexsaht-Snider, M., Suriel, R., Kayumova, S., Choi, Y. (2013). Using educative assessment to support science teaching for middle school English-language learners. Journal of Science Teacher Education 24 (2), 347-366.

# data[].attributes.body
Description: Used the inquiry process of science to support students' expressing their scientific knowledge and understanding through writing-rich assessments with a tool called educative assessment

# data[].attributes.headline
Citation: Fathman, A.K., Crowther, D.T. (2005). Science for English language learners: K-12 classroom strategies. National Science Teachers Association. eric.ed.gov

# data[].attributes.subject
Citation: Fathman, A.K., Crowther, D.T. (2005). Science for English language learners: K-12 classroom strategies. National Science Teachers Association. eric.ed.gov

# data[].attributes.body
Description: This is a guide for teaching in the content area of science for ELLs use of 4 strategies for language development, literacy, and inquiry-based teaching. The strategies emphasize the use of major themes, classroom strategies for planning, teaching, assessing, and extending learning; models for lesson and curriculum development; and  connect to context for acquisition of the English language learning.

# data[].attributes.headline
Citation: Florez, M.C. (1999). Improving adult English language learners' speaking skills. National Clearinghouse for ESL Literacy Education. citeseerx.ist.psu.edu

# data[].attributes.subject
Citation: Florez, M.C. (1999). Improving adult English language learners' speaking skills. National Clearinghouse for ESL Literacy Education. citeseerx.ist.psu.edu

# data[].attributes.body
Description: Provides an outline to create effective speaking lessons and for assessing learner's speaking skills.

# data[].attributes.headline
Citation: Wertheimer, C., & Honigsfeld, A. (2000). Preparing ESL students to meet the new standards. TESOL Journal,  9(1), 23-28.

# data[].attributes.subject
Citation: Wertheimer, C., & Honigsfeld, A. (2000). Preparing ESL students to meet the new standards. TESOL Journal,  9(1), 23-28.

# data[].attributes.body
Description: Preparing students and teachers for the new standards drive they can apply to their teachings.

# data[].attributes.headline
Citation: Echevarria, J., Richards-Tutor, C., Chinn, V.P., Ratleff, P.A. (2011). Did they get it? The role of fidelity in teaching English learners. Journal of Adolescent & Adult Literacy 54 (6), 425-434.

# data[].attributes.subject
Citation: Echevarria, J., Richards-Tutor, C., Chinn, V.P., Ratleff, P.A. (2011). Did they get it? The role of fidelity in teaching English learners. Journal of Adolescent & Adult Literacy 54 (6), 425-434.

# data[].attributes.body
Description: The use of research-based practices for improving content area literacy. The study shows the direct relationship between teachers' level of implementation of these practices and improved student language learning and content literacy.

# data[].attributes.headline
Citation: Escamilla, K. (1992). Integrating Mexican American history and culture into the social studies classroom, ERIC Digest EDO-RC-92-5. Clearinghouse on Rural Education and Small Schools.

# data[].attributes.subject
Citation: Escamilla, K. (1992). Integrating Mexican American history and culture into the social studies classroom, ERIC Digest EDO-RC-92-5. Clearinghouse on Rural Education and Small Schools.

# data[].attributes.body
Description: Improving education among Mexican Americans and other Hispanics in the social studies curriculum.

# data[].attributes.headline
Citation: Spangenberg, M. O. (1996). Arrivals: Cross-cultural experiences in literature. TESOL Quarterly 30 (2), 373-375. Jastor

# data[].attributes.subject
Citation: Spangenberg, M. O. (1996). Arrivals: Cross-cultural experiences in literature. TESOL Quarterly 30 (2), 373-375. Jastor

# data[].attributes.body
Description: The text is appropriate for any ESL program seeking to prepare college-bound students and could be implemented into an advanced content-based ESL course or an introductory-level college course.

# data[].attributes.headline
Citation: Schon, I. (1988). A Hispanic heritage, series III: A guide to juvenile books about Hispanic people and cultures. Scarecrow Press.

# data[].attributes.subject
Citation: Schon, I. (1988). A Hispanic heritage, series III: A guide to juvenile books about Hispanic people and cultures. Scarecrow Press.

# data[].attributes.body
Description: Designed to expose students to the cultures of hispanic people.

# data[].attributes.headline
Citation: Miller-Lachmann, L. (Ed.). (1992). Our family, our friends, our world: An annotated guide to significant multicultural books for children and teenagers. New Providence, NJ: R. R. Bowker.

# data[].attributes.subject
Citation: Miller-Lachmann, L. (Ed.). (1992). Our family, our friends, our world: An annotated guide to significant multicultural books for children and teenagers. New Providence, NJ: R. R. Bowker.

# data[].attributes.body
Description: Contains a guide to multicultural books for children and teenagers published between 1970 and 1991 to assist librarians, teachers, and parents in their education.

# data[].attributes.headline
Citation: Goebel, B.A. (2004). Reading Native American literature: A Teacher's guide. ERIC- ED489292

# data[].attributes.subject
Citation: Goebel, B.A. (2004). Reading Native American literature: A Teacher's guide. ERIC- ED489292

# data[].attributes.body
Description: The audience is for high school and college teachers interested in offering units or courses on Native American literature.

# data[].attributes.headline
Citation: Escamilla, K. (1993). Integrating Mexican-American history and culture. Striving for excellence: The national education goals 2, 5.

# data[].attributes.subject
Citation: Escamilla, K. (1993). Integrating Mexican-American history and culture. Striving for excellence: The national education goals 2, 5.

# data[].attributes.body
Description: Integrating Mexican American history and culture into the social studies curriculum.

# data[].attributes.headline
Citation: Schon, I. (1988). A Hispanic heritage, series III: A guide to juvenile books about Hispanic people and cultures. Metuchen, NJ: Scarecrow Publishers.

# data[].attributes.subject
Citation: Schon, I. (1988). A Hispanic heritage, series III: A guide to juvenile books about Hispanic people and cultures. Metuchen, NJ: Scarecrow Publishers.

# data[].attributes.body
Description: A book used to aid teachers and librarians who are looking to expose students to Hispanic culture.

# data[].attributes.headline
Citation: Lomeli, F.A. (1993). Contemporary Chicano Literture, 1959-1990. Handbook of Hispanic cultures in the United States: Literature and art 1, 86.

# data[].attributes.subject
Citation: Lomeli, F.A. (1993). Contemporary Chicano Literture, 1959-1990. Handbook of Hispanic cultures in the United States: Literature and art 1, 86.

# data[].attributes.body
Description: Introduction to Chicano literature which blends the Mexican and American literary traditions.

# data[].attributes.headline
Citation: Compton, T. N. (2018). Access to culturally responsive teaching for English language learners: Mainstream teacher perceptions and practice on inclusion. Electronic Theses and Dissertations. Paper 2949. https://doi.org/10.18297/etd/2949

# data[].attributes.subject
Citation: Compton, T. N. (2018). Access to culturally responsive teaching for English language learners: Mainstream teacher perceptions and practice on inclusion. Electronic Theses and Dissertations. Paper 2949. https://doi.org/10.18297/etd/2949

# data[].attributes.body
Description: Describes how to make an inclusive classroom while mainstreaming ELLs.

# data[].attributes.headline
Citation: Paris, H., Estrada, L. & Honigsfeld, A. (2017). ELL frontiers: Using technology to enhance instruction for English learners. Thousand Oaks, CA: Corwin.

# data[].attributes.subject
Citation: Paris, H., Estrada, L. & Honigsfeld, A. (2017). ELL frontiers: Using technology to enhance instruction for English learners. Thousand Oaks, CA: Corwin.

# data[].attributes.body
Description: Improving ELLs academic outcomes by using the latest research on EL language and literacy development and technology integration.

# data[].attributes.headline
Citation: Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC: ISTE.

# data[].attributes.subject
Citation: Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC: ISTE.

# data[].attributes.body
Description:

# data[].attributes.headline
Citation: Santiago, S., Cardwell, J. (2015). The changing role of ESL teachers: Tips for supporting mainstream teachers. The Conference Proceedings of MIDTESOL, 63-71

# data[].attributes.subject
Citation: Santiago, S., Cardwell, J. (2015). The changing role of ESL teachers: Tips for supporting mainstream teachers. The Conference Proceedings of MIDTESOL, 63-71

# data[].attributes.body
Description: ESL teachers are called on to collaborate with colleagues through roles such as co-teaching, serving as instructional coaches, coordinators, quasi-administrator to be more accountable to ELLs due to federal laws such as NCLB, Secondary Education Act (ESEA), Every Student Succeeds Act (ESSA) of 2015 and the English Language Proficiency (ELP) standards aligned to college-career-ready.

# data[].attributes.headline
Citation: Reed, B., Railsback, J. (2003). Strategies and resources for mainstream teachers of English language learners. By Reguest Series. ERIC. 97204

# data[].attributes.subject
Citation: Reed, B., Railsback, J. (2003). Strategies and resources for mainstream teachers of English language learners. By Reguest Series. ERIC. 97204

# data[].attributes.body
Description: A booklet containing instructional strategies linked to appropriate language acquisition that mainstream teachers can use for diverse students who are English language learners.

# data[].attributes.headline
Citation: Olson, C.B., Matuchniak, T., Chung, H. Q., Stumpf, R., Farkas, G. (2017). Reducing achievement gaps in academic writing for Latinos and English learners in grades 7-12. Journal of educational psychology 109 (1), 1

# data[].attributes.subject
Citation: Olson, C.B., Matuchniak, T., Chung, H. Q., Stumpf, R., Farkas, G. (2017). Reducing achievement gaps in academic writing for Latinos and English learners in grades 7-12. Journal of educational psychology 109 (1), 1

# data[].attributes.body
Description: A study to help secondary school students develop academic writing skills.

# data[].attributes.headline
Citation: Peregoy, S.F., & Boyle, O.F. (2001). Reading, writing, and learning in ESL: A resource book for K-12 teachers (3rd ed.). New York, NY: Longman.

# data[].attributes.subject
Citation: Peregoy, S.F., & Boyle, O.F. (2001). Reading, writing, and learning in ESL: A resource book for K-12 teachers (3rd ed.). New York, NY: Longman.

# data[].attributes.body
Description: Exploring language acquisition by using authentic situations to learn reading, writing and learning for beginning, intermediate English learners.

# data[].attributes.headline
Citation: Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.

# data[].attributes.subject
Citation: Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.

# data[].attributes.body
Description: Journal of TESOL Italy promoting learner autonomy.

# data[].attributes.headline
Citation: Richards, J. C. (2015). Key issues in language teaching. Cambridge University Press

# data[].attributes.subject
Citation: Richards, J. C. (2015). Key issues in language teaching. Cambridge University Press

# data[].attributes.body
Description: A book researching key issues in language teaching today. Exploring the many ways English is taught such as methods, classroom teaching, skills, teaching the language system, and elements of a language program.

# data[].attributes.headline
Citation: Peyton, J.K. (2000). Dialogue journals: Interactive writing to develop language and literacy. Washington, DC: National Center for ESL Literacy Education. Retrieved April20, 2003, from www.cal.org/ncle/digests/dialogue_journals.html

# data[].attributes.subject
Citation: Peyton, J.K. (2000). Dialogue journals: Interactive writing to develop language and literacy. Washington, DC: National Center for ESL Literacy Education. Retrieved April20, 2003, from www.cal.org/ncle/digests/dialogue_journals.html

# data[].attributes.body
Description: Describes how journaling in natural contexts for language and literacy development partnering with their teachers to learn English in a supportive and non-threatening interaction.

# data[].attributes.headline
Citation: Ramirez, J. D., Yuen, S. D., & Ramey, D. R. (with Pasta, D.J., & Billings, D.K.). (1991). Longitudinal study of structured English immersion strategy, early-exit, and late-exit transitional bilingual education programs for language-minority children. San Mateo, CA: Aguirre International.

# data[].attributes.subject
Citation: Ramirez, J. D., Yuen, S. D., & Ramey, D. R. (with Pasta, D.J., & Billings, D.K.). (1991). Longitudinal study of structured English immersion strategy, early-exit, and late-exit transitional bilingual education programs for language-minority children. San Mateo, CA: Aguirre International.

# data[].attributes.body
Description: A comparison of the effectiveness of two alternative programs (Structured English immersion and late-exit transitional bilingual education and provides an overview of language learning options.

# data[].attributes.headline
Citation: Reid, L. (1997). Exploring the ways that dialogue journaling affects how and why students write: An action research project. Teaching and Change, 5(1), 50-57.

# data[].attributes.subject
Citation: Reid, L. (1997). Exploring the ways that dialogue journaling affects how and why students write: An action research project. Teaching and Change, 5(1), 50-57.

# data[].attributes.body
Description: Describes the impact of modeling and changing the teacher-student dynamics showed improved confidence in writing ability.

# data[].attributes.headline
Citation: Cole, R.W. (2008). Educating everybody’s children: Diverse teaching strategies for diverse learners. ASCD

# data[].attributes.subject
Citation: Cole, R.W. (2008). Educating everybody’s children: Diverse teaching strategies for diverse learners. ASCD

# data[].attributes.body
Description: Educating everybody's children depends on the motivation and skills of the teachers delivering a standards-based curriculum delivered in a rich and engaging manner.

# data[].attributes.headline
Citation: Short, D.J. (1991). Integrating language and content instruction: Strategies and techniques (NCBE Program Information Guide Series No. 7). Washington, DC: National Clearinghouse for Bilingual Education. Retrieved April 25, 2003, from www.ncela.gwu.edu/ncbepubs/pigs/pig7.htm

# data[].attributes.subject
Citation: Short, D.J. (1991). Integrating language and content instruction: Strategies and techniques (NCBE Program Information Guide Series No. 7). Washington, DC: National Clearinghouse for Bilingual Education. Retrieved April 25, 2003, from www.ncela.gwu.edu/ncbepubs/pigs/pig7.htm

# data[].attributes.body
Description: Promotes teaching to LEP students in the content area in an integrated approach that allows bridging the gap that separates the language and the content classrooms.

# data[].attributes.headline
Citation: Cummins, J. (1994). Schooling and Language Minority students: A theoretical framework. California State University, School of Education, Los Angeles, CA.

# data[].attributes.subject
Citation: Cummins, J. (1994). Schooling and Language Minority students: A theoretical framework. California State University, School of Education, Los Angeles, CA.

# data[].attributes.body
Description: A book that helps educators understand minority students within the context of American society.

# data[].attributes.headline
Citation: Hamayan, E. V. (1995). Approaches to alternative assessment. Annual review of applied linguistics 15, 212-226

# data[].attributes.subject
Citation: Hamayan, E. V. (1995). Approaches to alternative assessment. Annual review of applied linguistics 15, 212-226

# data[].attributes.body
Description: Using alternative assessment as more valid than standardized test results.

# data[].attributes.headline
Citation: McGilvra, B. (2000). The culture of migrancy, Region XVIV Comprehensive center.

# data[].attributes.subject
Citation: McGilvra, B. (2000). The culture of migrancy, Region XVIV Comprehensive center.

# data[].attributes.body
Description: Explores commonalities with the work of educators with migrant parents and families.

# data[].attributes.headline
Citation: Riddlemoser, N. (1987). Working with limited English proficient students in the regular classroom. Center for Applied Linguistics, (202) 429-9292

# data[].attributes.subject
Citation: Riddlemoser, N. (1987). Working with limited English proficient students in the regular classroom. Center for Applied Linguistics, (202) 429-9292

# data[].attributes.body
Description: Limited English proficient students maximizing their exposure to authentic language as they are encouraged to use as much English as possible.

# data[].attributes.headline
Citation: Fairbairn, S. & Jones-Vo, S. (2010). Differentiating instruction and assessment for English language learners: A guide for K-12 teachers. Philadelphia, PA: Caslon.

# data[].attributes.subject
Citation: Fairbairn, S. & Jones-Vo, S. (2010). Differentiating instruction and assessment for English language learners: A guide for K-12 teachers. Philadelphia, PA: Caslon.

# data[].attributes.body
Description: Explains why and shows how to differentiate assessments, assignments, and instruction for ELLs according to the English language proficiency level.

# data[].attributes.headline
Citation: Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement. Thousand Oaks, CA: Corwin. LCCN Permalink. https://icon.loc.gov/2019002788

# data[].attributes.subject
Citation: Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement. Thousand Oaks, CA: Corwin. LCCN Permalink. https://icon.loc.gov/2019002788

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Description: Assessing using academic language proficiency to monitor academic achievement for accountability in the classroom.

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Citation: Hattie, J., & Yates, G. (2014). Visible learning and the science of how we learn. New York: Routledge.

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Citation: Hattie, J., & Yates, G. (2014). Visible learning and the science of how we learn. New York: Routledge.

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Description: Research shows that improving children's learning involves factors such as teacher personality, expertise, and relationships with students. It also considers how knowledge is stored and the role of language in homes and schools.

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Citation: McKenzie, W. (2012). Intelligence quest: Project-based learning and multiple intelligences. 

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Citation: McKenzie, W. (2012). Intelligence quest: Project-based learning and multiple intelligences. 

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Description: Developing a new instructional method for a technology-infused classroom using ideas from multiple intelligences and project-based learning.

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Citation: Wiggins, G. & McTighe, J. (2005). Understanding by design, (2nd ed.). Alexandria, VA: ASCD.

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Citation: Wiggins, G. & McTighe, J. (2005). Understanding by design, (2nd ed.). Alexandria, VA: ASCD.

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Description: Using understanding by design to create curriculum and ensuring better learning and a more stimulating experience for students and teachers.

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Citation: Davison, C. (2006). Collaboration between ESL and content area teachers: How do we know when we are doing it right? The International Journal of Bilingual Education and Bilingualism, 9(4), 454-475.

# data[].attributes.subject
Citation: Davison, C. (2006). Collaboration between ESL and content area teachers: How do we know when we are doing it right? The International Journal of Bilingual Education and Bilingualism, 9(4), 454-475.

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Description: Research to evaluate effect collaboration between ESL and mainstream teachers to set realistic goals for PD and institutional changes.

# data[].attributes.body
Description: Creating safe spaces for teachers to collaborate with other teachers.

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Citation: Ascher, C. (1990). Assessing Bilingual Students for Placement and Instruction. ERIC/CUE Digest No. 65.

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Citation: Ascher, C. (1990). Assessing Bilingual Students for Placement and Instruction. ERIC/CUE Digest No. 65.

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Description: A recommendation that educational opportunities of bilingual students would improve by including information beyond standardized test scores.