CRESPAR Report #10: Effects of Bilingual Cooperative Integrated Reading and Composition on Students Transitioning from Spanish to English Reading
| dc.contributor.author | Calderon, Margarita | |
| dc.contributor.author | Lararowitz, Rachel | |
| dc.contributor.author | Ivory, Gary | |
| dc.contributor.author | Slavin, Robert E. | |
| dc.date.accessioned | 2020-07-31T17:15:15Z | |
| dc.date.available | 2020-07-31T17:15:15Z | |
| dc.date.issued | 1997-02 | |
| dc.description | The Center for Research on the Education of Students Placed at Risk (CRESPAR) was established in 1994 and continued until 2004. It was a collaboration between Johns Hopkins University and Howard University. CRESPAR’s mission was to conduct research, development, evaluation, and dissemination of replicable strategies designed to transform schooling for students who were placed at risk due to inadequate institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home background. | en_US |
| dc.description.abstract | Every child has the capacity to succeed in school and in life. Yet far too many children, especially those from poor and minority families, are placed at risk by school practices that are based on a sorting paradigm in which some students receive high-expectations instruction while the rest are relegated to lower quality education and lower quality futures. The sorting perspective must be replaced by a “talent development” model that asserts that all children are capable of succeeding in a rich and demanding curriculum with appropriate assistance and support. | en_US |
| dc.description.sponsorship | Office of Educational Research and Improvement, U. S. Department of Education (R-117-D40005) | en_US |
| dc.identifier.uri | http://jhir.library.jhu.edu/handle/1774.2/62869 | |
| dc.language.iso | en_US | en_US |
| dc.relation.ispartofseries | CRESPAR;10 | |
| dc.subject | CRESPAR | en_US |
| dc.subject | Center for Research on the Education of Students Placed at Risk | en_US |
| dc.subject | Integrated Reading and Composition | en_US |
| dc.subject | Spanish to English Transition | en_US |
| dc.title | CRESPAR Report #10: Effects of Bilingual Cooperative Integrated Reading and Composition on Students Transitioning from Spanish to English Reading | en_US |
| dc.title.alternative | CRESPAR: Report #10 | en_US |
| dc.title.alternative | Center for Research on the Education of Students Placed at Risk: Report #10 | en_US |
| dc.type | Technical Report | en_US |