As part of their general education requirements, many incoming college students are required to enroll in composition courses that explore various college-level writing practices. Some students, including those who are part of Generation Z, struggle because they may be unfamiliar with academically-dense language, lack real-world experience using…

Few studies have considered academic vocabulary interventions for students who have learning disabilities (LD) and also are English learners (EL). This research explored the effects of the third year of the Creating Habits that Accelerate Academic Language of Students (CHAAOS) vocabulary intervention for eighth-grade students who received English…

With young people increasingly learning and communicating through visual and social media, schools are looking for ways to tap into students' interest in digital media. In a school district in Southern California, a very promising approach to technology use has emerged that integrates digital storytelling into instruction. Findings from a…

Few studies have considered academic vocabulary interventions for students who have learning disabilities (LD) and also are English Learners (EL). This research explored the effects of the third year of the CHAAOS (Creating Habits that Accelerate the Academic Language of Students) vocabulary intervention for eighth grade students who received…

In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and…

In this multi-year study, we taught English/Language Arts teachers of students with Learning Disabilities in middle school to incorporate 15 minutes of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and…

This article offers a critical interpretation of the current trends in instructional models for English language learners in California. We review key instructional models and analyze them from traditional (teacher-centered), progressive (student-centered), and critical orientations (society- and power-centered). These instructional models share…

Scholars in rhetoric and composition have questioned to what extent the field can be decolonial because of the gatekeeping role that writing plays in the university. This article examines the decolonial potential of implementing multilingual practices in first-year composition (fyc), enacting what Walter Mignolo calls "epistemic…

The Instructional Leadership Corps (ILC) is a California collaborative teacher professional learning project in which expert teachers organize local professional development to spark iterative changes in practice. Launched in 2014, ILC is a joint effort of the California Teachers Association (CTA), the National Board Resource Center (NBRC), and…

The Instructional Leadership Corps (ILC) is an innovative professional learning project in which teacher leaders in California collaborate to lead sustainable professional development to support implementation of new student standards within their districts. Over more than 4 years, the ILC has served over 100,000 teachers. The responses of these…

This study investigates the effects of integrating literacy instruction with biology coursework on high school student learning. It would investigate the relationship between the growth in reading achievement and biology learning. It will target schools serving especially large populations of African American and Latino students. The project will…