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CRESPAR Report #47: A Two-Way Bilingual Program: Promise, Practice, and Precautions
| dc.contributor.author | Calderon, Margarita | |
| dc.contributor.author | Carreon, Argelia | |
| dc.date.accessioned | 2020-08-03T16:32:49Z | |
| dc.date.available | 2020-08-03T16:32:49Z | |
| dc.date.issued | 2000-08 | |
| dc.identifier.uri | http://jhir.library.jhu.edu/handle/1774.2/62907 | |
| 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 | In spite of political pressure, bilingualism is emerging as a strategy for improving the academic achievement of all students. Two-way bilingual or dual-language programs integrate language-minority and language-majority students for instruction in two languages—the native language of the language minority students and English. | en_US |
| dc.description.sponsorship | Office of Educational Research and Improvement, U. S. Department of Education (R-117-D40005) | en_US |
| dc.language.iso | en_US | en_US |
| dc.relation.ispartofseries | CRESPAR;47 | |
| dc.subject | CRESPAR | en_US |
| dc.subject | Center for Research on the Education of Students Placed at Risk | en_US |
| dc.subject | Bilingual Program | en_US |
| dc.title | CRESPAR Report #47: A Two-Way Bilingual Program: Promise, Practice, and Precautions | en_US |
| dc.title.alternative | CRESPAR: Report #47 | en_US |
| dc.title.alternative | Center for Research on the Education of Students Placed at Risk: Report #47 | en_US |
| dc.type | Technical Report | en_US |
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Center for Social Organization of Schools (CSOS)
Founded more than 50 years ago at Johns Hopkins University, the Center for Social Organization of Schools, now part of the Johns Hopkins School of Education, concentrates its considerable research and development resources on improving low-performing schools and the education they offer their students. The center maintains a staff of full-time sociologists, psychologists, social psychologists, and educators who conduct programmatic research to improve the education system, as well as full-time support staff engaged in developing curricula and providing technical assistance to help schools use the center’s research.