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Download full textLiu, Kristi; Koo, Haesook; Barrera, Manuel; Thurlow, Martha – National Center on Educational Outcomes, University of Minnesota, 2008
To better understand how school principals can provide instructional leadership appropriate for English language learners (ELLs) with disabilities, the study described in this report examined how principals of successful schools translated information to teachers on designing accessible standards-based instruction for ELLs with disabilities. The…
Descriptors: Educational Strategies, Second Language Learning, Disabilities, Instructional Leadership
Liu, Kristi; Thurlow, Martha; Koo, Haesook; Barrera, Manuel – National Center on Educational Outcomes, University of Minnesota, 2008
Previous work by the National Center on Educational Outcomes (K. Liu, Koo, Barrera, & Thurlow, 2008) documented that principals in 10 "successful" middle schools (defined as those making Adequate Yearly Progress (AYP) with ELLs and students with disabilities) were knowledgeable and concerned about the special education referral…
Descriptors: Educational Strategies, Middle Schools, Educational Improvement, Federal Programs
Thurlow, Martha; Shyyan, Vitaliy; Barrera, Manuel; Liu, Kristi – National Center on Educational Outcomes, University of Minnesota, 2008
This study is part of national research over the past seven years at the National Center on Educational Outcomes focused on identifying and validating instructional strategies for ELLs with disabilities (Shyyan, Thurlow, & Liu, 2008; Thurlow, Albus, Shyyan, Liu, & Barrera, 2004). In recent work (Barrera, Shyyan, Liu, & Thurlow, 2008),…
Descriptors: Educational Strategies, Delphi Technique, Teaching Methods, Teacher Surveys
Shyyan, Vitaliy; Thurlow, Martha; Liu, Kristin – National Center on Educational Outcomes, University of Minnesota, 2005
The rapid increase of culturally diverse populations with special needs in the United States has important implications for delivering grade-level, standards-based instruction to English language learners with Individualized Education Programs (ELL/IEP students). One of the major challenges in both special education and bilingual education is the…
Descriptors: Second Language Learning, English (Second Language), Educational Strategies, Reading Strategies
Kato, Kentaro; Albus, Debra; Liu, Kristin; Guven, Kamil; Thurlow, Martha – National Center on Educational Outcomes, University of Minnesota, 2004
Minnesota is one of many states that began development of an English proficiency test before federal requirements were in place to do so. It had decided to put into place a test that would provide the state with a better and more uniform gauge of how its population of English language learners (ELLs) was doing in their acquisition of academic…
Descriptors: Program Effectiveness, Grade 8, Second Language Learning, Grade 5
Peer reviewed
Direct linkThurlow, Martha; Barrera, Manuel; Zamora-Duran, Grace – Journal of Special Education Leadership, 2006
Few educators today would argue with statements about the growing diversity of the children being educated in most schools. There is acceptance and often celebration of this diversity, including the growth and dispersal of the population of children and youth from diverse linguistic backgrounds, but there are also concerns about the ability to…
Descriptors: Individualized Education Programs, Second Language Learning, Disabilities, Educational Opportunities
Thurlow, Martha; Liu, Kristin; Albus, Debra; Shyyan, Vitaliy – National Center on Educational Outcomes, University of Minnesota, 2003
This report, sponsored by the Office of English Language Acquisition (OELA), is a summary of evidence-based research on teaching reading to Chinese, Korean, Navajo, and Russian children. It complements a recent summary of the literature on teaching reading to Spanish speaking students. There is a significant need for evidence-based research on…
Descriptors: Navajo, Chinese, Korean, Native Speakers
