http://www.rssboard.org/rss-specification 720 https://escholarship.org/uc/crede_rsrchrpts/rss Recent eScholarship items from Research Reports Fri, 26 Jun 2026 02:34:14 +0000 https://escholarship.org/uc/item/5010t7g4 <p>The full-length rule-book for the Activity Setting Observation System (ASOS), a quantitative observational system developed for classrooms, but suitable for any activity setting.</p> https://escholarship.org/uc/item/5010t7g4 Tue, 15 Feb 2005 00:00:00 +0000 Tharp, Roland G https://escholarship.org/uc/item/8fh0q7p5 <p>Sociocultural theory emphasizes the social nature of learning and the cultural-historical contexts in which interactions take place. Thus, teacher-student interactions and the relations that are fostered through these contexts play an especially vital role in student achievement. It has been argued that culturally responsive instruction can have a positive impact on interactions between teachers and students. This paper explores the effect of sociocultural factors on the relationships and interactions between Latino students and 32 Latino teachers and paraeducators. Findings suggest that knowledge of students' culture and communities, their primary language, and the interactional styles with which they are familiar facilitates meeting their academic and social needs. Findings also suggest that school roles shape interactions, and that teachers and paraeducators focus on different aspects of children's development. The term paraeducator is used to describe school personnel hired... https://escholarship.org/uc/item/8fh0q7p5 Wed, 8 Sep 2004 00:00:00 +0000 https://escholarship.org/uc/item/7x695885 <p>One area of research that has important implications for improving the education of students at risk of academic failure is concerned with “resilient” students, or those students who succeed in school despite the presence of adverse conditions. In education, conceptual and empirical work on resilience has gained recognition as a framework for examining why some students are successful in school, while others from the same socially- and economically-disadvantaged backgrounds and communities are not. Such a framework could be useful in helping educators design more effective educational interventions that take into account “alterable” factors that distinguish resilient students from nonresilient students. The purpose of this report is to explain how a focus on educational resiliency might lead to improvements in the education of students at risk of academic failure. Issues related to the definition of resiliency are discussed, and several resilience studies that have helped to... https://escholarship.org/uc/item/7x695885 Wed, 8 Sep 2004 00:00:00 +0000 Waxman, Hersh C Gray, Jon P Padron, Yolanda N. https://escholarship.org/uc/item/2q99616h <p>The purpose of this study was to examine the influence that participation in a two-way bilingual elementary program has had on former program participants’ language and achievement outcomes; current schooling path and college plans; and attitudes toward school, self, and others. Study participants were current high school students who were enrolled in a two-way program throughout elementary school. Participants (n=142) were categorized into three ethnic/language groups: Hispanic previous English Language Learning (ELL) students (66%), Hispanic native English speakers (20%), and Euro American students (13%). Results suggest that most students valued their bilingualism and were still using Spanish, had very positive attitudes toward school and attending college, believed they would not drop out of school, and gave very high marks to the two-way program. Few ethnic/language group differences were found, with the exception that the program was evaluated much more favorably in some... https://escholarship.org/uc/item/2q99616h Wed, 8 Sep 2004 00:00:00 +0000 Lindholm-Leary, Kathryn J Borsato, Garaciela https://escholarship.org/uc/item/0xb777zn <p>In order to understand thee barriers to educational equality faced by lw-income cultural and linguistic minority youth, we need to undertand the ways in which social class an dethnicity interact with language and culture. This paper examines various aspects of te relationship between students' cultural, linguistic, and socioeconomic backgound and thier unequal access to educational opportunities.</p><p>Cultural capitial. Familiets that occupy differen places in society deploy different resources in school. The school rewards the language and socialization practices of upper- and middle-income families while systematically devaluing those of low-income families.</p><p>Classroom discourse. Students who enter school from linguistic and ethnic minority families often have had no experience at home with the special features of classroom discourse. This presents them with a special challenge; thier academic success depends on thier acquiring this special code.</p><p>School sorting... https://escholarship.org/uc/item/0xb777zn Fri, 18 Apr 2003 00:00:00 +0000 Mehan, Hugh https://escholarship.org/uc/item/6d75h0fz <p>This paper presents five standards for pedagogy that are applicable across grade levels, student populations, and content areas. The five pedagogy standards are <em>joint productive activity </em>(JPA), <em>language and literacy development</em> (LD), <em>meaning making</em> (MM),<em> complex thinking</em> (CT), and <em>instructional conversation</em> (IC). These standards emerge from principles of practice that have proven successful with majority and minority at-risk students in a variety of teaching and learning settings over several decades. Indicators are introduced for each standard, revealing action components of the standards and their functions in teaching and learning. Illustrations and examples reflecting the standards and their indicators across a broad range of classroom settings are presented to support a claim of universality for such standards in K-12 majority and minority at-risk students' classrooms. The purpose is to urge standards-based reform to reflect... https://escholarship.org/uc/item/6d75h0fz Mon, 24 Feb 2003 00:00:00 +0000 Dalton, Stephanie Stoll https://escholarship.org/uc/item/67c0x9hs <p>It is by now well established that self-organized acts of learning can have important long-term cognitive benefits. The many programs of cooperative learning, while they vary in detail, all agree that participants must actively work together for such benefits to be realized (Cohen, 1990). Further, because cognitive change is revealed through the ways in which learners' sense of ownership and control over their intellectual products is increased over time, the changes are not easily observed as they happen. Students generally work in small, informally organized groups, relying on their own everyday communicative practices. Instances of ongoing productive collaboration often seem fleeting or hard to detect. Apart from relying on such finished products as workbooks or written texts, teachers—who spend much of their time circulating in the classroom and answering questions as they come up—may have difficulty determining whether student groups are making progress. One of the teachers... https://escholarship.org/uc/item/67c0x9hs Mon, 24 Feb 2003 00:00:00 +0000 Gumperz, John Cook-Gumperz, Jenny Szymanski, Margaret https://escholarship.org/uc/item/4pz7v5pf <p>This report discusses findings from a study that examined issues surrounding the collaborative relationship between Latino paraeducators and the classroom teachers with whom they worked. Specifically, the study examined the types of activities that the paraeducators engaged in, the input they had in classroom instructional activities, the assistance they received from teachers and others, and the factors that detracted from or fostered collaborative relationships.</p><p>The participants were drawn from two large public elementary schools in Southern California that serve predominantly working-class Latino language minority students. The school sites were chosen for their affiliation with the Latino Teacher Project (LTP), a program designed for the recruitment and retention of Latino teachers. The program supports preservice teachers monetarily through a stipend and through part-time positions as paraeducators in schools. LTP is based on an apprenticeship model as an added approach... https://escholarship.org/uc/item/4pz7v5pf Mon, 24 Feb 2003 00:00:00 +0000 Rueda, Robert S. Monzó, Lilia D. https://escholarship.org/uc/item/270333ns <p>As part of an ongoing "component building" (Slavin, 1984) program of research designed to estimate the effects of several individual components of a Spanish-to-English language arts transition program (Saunders, O'Brien, Lennon, &amp; McLean, 1998), an experiment tested the effects of two instructional components—literature logs and instructional conversations—on the story comprehension and thematic understanding of upper-elementary-grade students. Five teachers and 116 fourth and fifth graders participated in the study. Slightly more than half the students were English learners completing their first or second year of English language arts. Teachers had completed one year of literature log and instructional conversation training. Students were randomly assigned to one of four treatment conditions: literature logs only, instructional conversations only, literature logs plus instructional conversations, and control. Posttests found significant differences among treatment groups.... https://escholarship.org/uc/item/270333ns Mon, 24 Feb 2003 00:00:00 +0000 Saunders, William M. Goldenberg, Claude https://escholarship.org/uc/item/1470d2c8 <p>We seek to understand the process by which a school incorporates or enacts an externally developed reform design. An externally developed school reform design is a model for school improvement that is developed by an outside design team. This team generally conceives the reform design; develops the principles, implementation strategy, and materials that accompany the reform; and sometimes provides training and supports that enable local schools to prepare educators to implement the reform. When implementation of a tested prototype program or design expands to many schools, the process is known as replication or, in the current educational reform literature, scaling up (Elmore, 1996; Stringfield &amp; Datnow, 1998). Scaling up has proven to be a vexing and seldom successful endeavor (Elmore, 1996). We argue that this is due to a lack of understanding of the co-constructed nature of the implementation process.</p><p>Studies that treat the implementation process as uni-directional,... https://escholarship.org/uc/item/1470d2c8 Mon, 24 Feb 2003 00:00:00 +0000 Datnow, Amanda Hubbard, Lea Mehan, Hugh https://escholarship.org/uc/item/48b1x975 <p>The debate around bilingual education continues to spark controversy between its detractors and its supporters. The education of linguistic minority students in the United States is a complex issue, involving contrasting theories of education itself, the values of American society, and the extent to which cross-culturalism can be maintained effectively. Although proponents of bilingual education argue that it increases students' academic success, opponents argue that it leads to academic failure (see, for example, Crawford, 1989; Hakuta, 1986; Porter, 1990; Wong Fillmore, 1991).</p><p>Success or failure of bilingual education cannot necessarily be addressed as a whole. Several different kinds of bilingual programs are available to the non-English-speaking student in the United States (see Note). These programs differ in the degree to which they promote and/or use English and the home language of the students in the classroom. Thus, the value of bilingualism is seen differently... https://escholarship.org/uc/item/48b1x975 Sun, 23 Feb 2003 00:00:00 +0000 Cazabon, Mary T. Nicoladis, Elena Lambert, Wallace E. https://escholarship.org/uc/item/42f3x9h5 <p>Two of the most rapidly developing fields in educational research are diversity education (e.g., Tharp &amp; Gallimore, 1988) and school restructuring/school reform (e.g., Murphy &amp; Hallinger, 1993; Newmann &amp; Wehlage, 1995; Tyack &amp; Cuban, 1995). Unfortunately, the intersection of the two fields is virtually uncultivated. None of the nationally disseminated school restructuring models was developed specifically for multilingual, multicultural contexts. With the exception of Éxito para Todos, the Spanish version of Success For All (Slavin, Madden, &amp; Wasik, 1996), there is virtually no research on the effectiveness of the programs in achieving implementation, let alone improvements in student achievement, in multilingual, multicultural contexts. In the first study of its kind, three broad policy questions will be addressed through the study "Scaling Up School Restructuring in Multicultural, Multilingual Contexts." They include the following:</p><p>1. How effective... https://escholarship.org/uc/item/42f3x9h5 Sun, 23 Feb 2003 00:00:00 +0000 Stringfield, Sam Datnow, Amanda Ross, Steven M. https://escholarship.org/uc/item/8nc0979r <p>This report describes the Center for Research on Education, Diversity, and Excellence (CREDE), a national research and development center operated under a cooperative agreement between the University of California, Santa Cruz, and the Office of Educational Research and Improvement (OERI) of the U.S. Department of Education. In the following pages, the principal intellectual and organizational structures of CREDE are described: the premises, the mission, the principles, the theory, and the research design. We also describe the conceptual and theoretical framework of the Center; the integration of the people, projects, and programs that constitute CREDE; and the scope, range, and scale of the topics covered by CREDE's research.</p> https://escholarship.org/uc/item/8nc0979r Wed, 30 Oct 2002 00:00:00 +0000 Tharp, Roland