The article is a commentary on "Evaluating English Learner Reclassification Policy Effects across Districts," by Joseph R. Cimpian, Karen D. Thompson, and Martha B. Makowski, which is a wonderful display of the power of combining current analytic methods, present-day educational data sets, practitioner-researcher collaborative…

Different worldviews, different histories of induction into teaching, presumed differences in responsibilities, and different emphases in preservice and in-service preparation have all long contributed to enduring schisms that keep general education (or mainstream) teachers and English language support faculty from coordinating and finding common…

Paul Jablon's "The Synergy of Inquiry" (2014) is well-timed. The 2014 deadline set by No Child Left Behind (NCLB, 2002) for universal student proficiency has come and gone, and according to the National Assessment of Educational Progress, "proficiency rates last year were below 50 percent for nearly every racial and ethnic group, in…

As schools, classrooms, and districts move toward more sophisticated instructional technologies to successfully implement higher college- and career-ready standards, educator-preparation programs must act quickly to equip future educators with the necessary skills to use technology effectively to personalize instruction and increase student…

As US classrooms approach a decade of response to No Child Left Behind, many questions and concerns remain around the education of those labeled as "English language learners," in both English as a Second Language and bilingual education classrooms. A national policy context where standardized tests dominate curriculum and instruction…