This study examined the relation between middle school Dual Language Learners' (DLLs'; N = 413; M age = 11.66 years old; 87.1% Latino; female = 234, male = 179) reading comprehension skills and their teachers' (N = 32; M age = 36.53 years; 81.3% Caucasian; female = 27, male = 5) questioning practices across the school year. This study also…

An achievement gap is defined as a significant difference in academic performance between two groups. Massachusetts Comprehensive Assessment System (MCAS) data indicate that, in Crestland Public School District (pseudonym), there is a clear achievement gap in mathematics between students with disabilities and those without disabilities,…

Classroom engagement can be problematic for students who are deaf or hard-of-hearing (DHH), but is essential to ensure that they can reach their best educational and postschool outcomes. This study used semi-structured interviews to explore the self-perceived barriers and facilitators to classroom engagement for 16 DHH students educated in…

In response to legislation from the federal government and the rising number of ELs in public schools many school districts are searching for ways to ensure ELs are making adequate progress on English proficiency. The problem is defining the best method for teaching ELs in the mainstream classroom is difficult. The current gap in educational…

This study examined material adaptations being used with students who have severe disabilities in general education elementary classrooms during language arts, social studies, and science instruction. Data sources included classroom observations, interviews, and artifacts shared by three general and special educator teams. Findings revealed themes…

English Language Learners (ELLs) must develop a full range of language skills to participate in the academic discourse of school. This population is a growing demographic in the United States and abroad; and meeting the linguistic needs of ELL students in the mainstream classroom is relevant to teachers across the globe. Technology can be a…

This study examines whether and how tapping into students' everyday language in a web-based learning environment can improve all students' science learning in linguistically heterogeneous classrooms. A total of 220 fifth-grade English Language Learners (ELLs) and their non-ELL peers were assigned to either an everyday English approach…

The population of U.S. schools has shifted dramatically in the past two decades to include many more linguistically and culturally diverse learners, while the teacher population has remained largely White and monolingual, with limited connections to immigrant communities. Among the many changes diverse learners have brought to U.S. schools is the…

The number of English language learners (ELLs) in the United States has increased dramatically. Given this increase it is vital for teacher education programs at the pre-service level and professional learning programs at eh in-service level to address the needs of ELLs. This article presents a teacher preparation model--"a language-based…

The purpose of this study was to gather information on experiences of regular education teachers concerning inclusion practices for children with Autism Spectrum Disorders (ASD). Three research questions were addressed in the study. The first research question identified experiences of regular education teachers in the areas of preservice…

This study examined how general education teachers perceive the effectiveness of the Response to Intervention (RtI) approach to instruction in identifying students with learning disabilities early. The study also examined how these perceptions impact and influence general education teachers' ability to successfully implement RtI in the classroom.…