Although U.S. schools that provide bilingual education typically must negotiate English-only policies and pressures to sustain their programming over time, little is known about what this entails at the individual school level. Our research examines in detail how the leaders of an elementary school in New York City with a Spanish-English…

The research examined the impact on teachers of the grammar element of a new statutory test in Spelling, Punctuation and Grammar (SPaG) in primary schools in England. The research aimed to evaluate the nature and the extent of changes to the teaching of grammar and to wider literacy teaching since the introduction of the test in 2013. The research…

This study presents a descriptive analysis of 71 videotaped lessons taught by 34 highly regarded secondary English language arts, history, and science teachers, collected to inform an intervention focused on evidence-based argumentation from multiple text sources. Studying the practices of highly regarded teachers is valuable for identifying…

Kristien Marquez-Zenkov and James A. Harmon encouraged urban students to take photographs that illustrate the purposes of school, factors that support success in school, and barriers to success. The authors analyzed students' photos and written reflections on the photos to form recommendations regarding teaching approaches that encourage students'…

This report systematically reviews research on the outcomes of programs that teach young children in a group setting before they begin kindergarten. Study inclusion criteria included the use of randomized or matched control groups, evidence of initial equality, and study duration of at least 12 weeks. Studies included valid measures of language,…

The authors examine the content, time, teacher performance, and leadership policies which have been legislated in several states as a result of the national wave of discontent with the quality of education. Emphasis is on the need for implementation of these policies to be informed by recent reseacrh. (MT)

In our theoretical framework, reading engagement entails multiple perspectives on reading that consist of motivational dispositions, cognitive strategies, conceptual understanding, and social discourse. Possessing these attributes, engaged readers are typically higher achievers than less engaged readers, who show fewer of these qualities or less…

Selected findings are presented from a qualitative, observational study of the relationship between a choice time event and literacy learning in an urban public school's kindergarten in California. The complicated interplay between the overall structure of an event and the small ways one teacher daily framed and guided children's participation in…