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Howard David Alpert – ProQuest LLC, 2020
Students are not learning to read well in California public schools. This is particularly true for students in special education. If more of California's students in special education are to demonstrate literacy skills to state and national standards, it will require more of their teachers teaching those skills. With the plurality of California…
Descriptors: State Universities, Special Education, Teachers, Teacher Qualifications
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Hern, Katie – Change: The Magazine of Higher Learning, 2012
Developmental courses in English, math, and reading have an important purpose in higher education, especially in the open-access world of community colleges. These classes--also referred to as "remedial"--are intended to give less-prepared students a chance to catch up and meet the challenges of college-level coursework. However,…
Descriptors: Community Colleges, Developmental Studies Programs, Acceleration (Education), Remedial Instruction
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Buckley, Marilyn Hanf – Language Arts, 1986
Describes a project to integrate teaching of the separate language arts in three California elementary schools. Includes the philosophical statements of the project; guidelines; activities for before, during, and after reading; and a positive evaluation of the project. (HTH)
Descriptors: Curriculum Development, Elementary Education, Integrated Curriculum, Language Arts
Brizzi, Elsa N. – 1978
This document describes a collaborative model of inservice teacher education involving the use of a school-based intermediary training cadre, and the application of this model in a particular school setting. The aim of the Trainer of Trainers Model is to spread the effect of training delivered by an external interdisciplinary university training…
Descriptors: College School Cooperation, Elementary School Teachers, Inservice Teacher Education, Leadership Training
Matson, Barbara – Harvard Education Letter, 1996
The argument between advocates of the whole language approach and the phonics approach threatens to become so polarized and politicized that agreeing on a middle ground seems at times impossible, and the voices of reason and experience are drowned out. The debate erupted anew in California after alarming news stories about reading scores ranked…
Descriptors: Beginning Reading, Elementary Education, Instructional Effectiveness, Phonics
Foundation for California Early Literacy Learning, Redlands. – 2000
California Early Literacy Learning (CELL) and Extended Literacy Learning (ExLL) are professional development programs designed to help elementary teachers strengthen their teaching of reading and writing. Research-based teaching methodologies are organized into a framework for classroom instruction. CELL training (pre-K-Grade 3) emphasizes that…
Descriptors: Classroom Techniques, Elementary Education, Elementary School Teachers, Literacy
EdSource, Inc., Palo Alto, CA. – 1997
Responding to a call to action by California's state leaders to make reading instruction in the early grades a top priority in the public schools, this booklet discusses California's new K-3 reading program. It begins with a discussion of what prompted this new focus on reading, and then discusses the four major elements of a balanced reading…
Descriptors: Early Intervention, Phonemic Awareness, Phonics, Primary Education
Foundation for California Early Literacy Learning, Redlands. – 2001
California Early Literacy Learning (CELL) and Extended Literacy Learning (ExLL) are professional development programs designed to help elementary teachers strengthen their teaching of reading and writing. Research-based teaching methodologies are organized into a framework for classroom instruction. CELL training (pre-K-Grade 3) emphasizes that…
Descriptors: Classroom Techniques, Elementary School Teachers, Elementary Secondary Education, English Instruction
Brizzi, Elsa N. – 1978
This document provides an overview of a cooperative venture (inner-city university/inner-city school district) in the training of reading teachers and other district-credentialed personnel to become inservice leaders in a district-wide inservice program. The program is designed to augment and enhance reading skills and to provide the…
Descriptors: College School Cooperation, Cooperative Programs, Elementary School Teachers, Inservice Teacher Education
Newport-Mesa Unified School District, Newport Beach, CA. – 1975
Project Catch-Up, an ESEA Title I program, operates in Newport Beach and in Costa Mesa, California. It is said to be designed to provide remedial instruction in reading and arithmetic to underachieving children, kindergarten through sixth grade, in schools serving low socioeconomic level suburban areas. Among its key features are the following:…
Descriptors: Achievement Gains, Demonstration Programs, Elementary Education, Federal Programs
California State Dept. of Health, Sacramento. – 1978
Produced by the California State Department of Health, the report provides information on compensatory education projects for handicapped children in state institutions, funded by the Elementary and Secondary Education Act, Title I, as amended by P.L. 89-313. Programs providing developmental services to developmentally disabled, mentally…
Descriptors: Biculturalism, Compensatory Education, Day Care, Developmental Disabilities
Newport-Mesa Unified School District, Newport Beach, CA.
Project Catch-Up is an ESEA Title I reading and math laboratory project for kindergarten through sixth-grade students, operating in Southern California's Newport-Mesa Unified School District. Its philosophy is that students having difficulty in reading and math can catch up with other students. Teachers take responsibility for the achievement…
Descriptors: Achievement Gains, Criteria, Demonstration Programs, Educational Philosophy
Kalmar, Rosalyn Rudolph – 1975
The Culver City (Calif.) Schools' Spanish Immersion Program (SIP) offers an innovative and highly successful approach to the development of proficiency in a foreign language in the elementary grades. This approach differs from most bilingual programs in that for the first two years the students are completely immersed in Spanish. When the students…
Descriptors: Bilingual Education, Bilingual Schools, Bilingual Teachers, Cost Effectiveness
Hoag, Lydia, Ed. – Laboratory for Student Success (LSS), The Mid-Atlantic Regional Educational Laboratory, 2004
A growing number of American students are nonnative English speakers. These students are vulnerable to early school exit and schools are facing more and more such students each year. Presently, about 56% of all public school teachers in the United States have at least one English language learner (ELL) student in their class, but less than 20% of…
Descriptors: Conference Papers, Second Language Learning, Politics of Education, Instructional Leadership