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A Longitudinal Analysis of Relations of Language and Mathematics Achievements with Perceived Creativity in Academically Higher Achieving Students
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Kwang Surk Jung – Educational Psychology, 2025
In this study, longitudinal relations between achieving language and mathematics with perceived creativity and predicting academic achievement in high school among academically higher achieving students (N = 214) are examined. Data from the Korean Educational Longitudinal Study 2013 (Waves 1 [approximately] 7, 2013 [approximately] 2019; KEDI,…
Descriptors: Language Usage, Mathematics Achievement, Creativity, High Achievement
Bilingual, Black, Indigenous, and People of Color Teacher Candidates' Translanguaging Selves: Working with Their Multilingual Assets and Identities as Future Elementary Science Teachers
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Patricia Venegas-Weber; Jessica Thompson – Journal of Research in Science Teaching, 2025
Understanding how racially and linguistically just teacher education programs (TEPs) support the identity(ies) and translanguaging stances taken up by bilingual Black, Indigenous, and People of Color (BIPOC) teacher candidates (TCs) in their professional lives is important both for their development as teachers and for teacher preparation more…
Descriptors: Teacher Education Programs, Preservice Teacher Education, Minority Group Students, Preservice Teachers
Implementing Evidence-Based Instructional Practices for English Learners: Using Research to Guide Practice
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Jennifer Blitz – Office of English Language Acquisition, US Department of Education, 2025
As with all learners, English learners (ELs) require more than basic reading and writing skills to successfully engage with rigorous academic content, progress through school, and be fully prepared for postsecondary education and careers. ELs must be able to access grade-level content while simultaneously developing proficiency and autonomy in…
Descriptors: Evidence Based Practice, English Learners, Personal Autonomy, Language Proficiency