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dc.contributor.authorHoward, Elizabeth R.
dc.contributor.authorSugarman, Julie
dc.contributor.authorChristian, Donna
dc.date.accessioned2020-08-03T17:36:48Z
dc.date.available2020-08-03T17:36:48Z
dc.date.issued2003-08
dc.identifier.urihttp://jhir.library.jhu.edu/handle/1774.2/62923
dc.descriptionThe 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.abstractTwo-way immersion (TWI) is an instructional approach that integrates native English speakers and native speakers of another language (usually Spanish) and provides instruction to both groups of students in both languages. While the model has been in existence in the United States for almost 40 years, the most dramatic growth has been seen over the past 15 years. Not surprisingly, the recent growth of two-way immersion education has prompted increasing interest in various aspects of such programs, such as design and implementation, student outcomes, instructional strategies, cross-cultural issues, and the attitudes and experiences of students, parents, and teachers involved. Along with the increase in number of TWI programs, the research base on this educational approach is growing steadily. The purpose of this report is to summarize the research that has been conducted to date, synthesize the key findings across studies, and point to areas of need for future research.en_US
dc.description.sponsorshipGrant (No. R117-D40005) from the Institute of Education Sciences (IES, formerly OERI), U.S. Department of Educationen_US
dc.language.isoen_USen_US
dc.relation.ispartofseriesCRESPAR;63
dc.subjectCRESPARen_US
dc.subjectCenter for Research on the Education of Students Placed at Risken_US
dc.subjectImmersion Educationen_US
dc.titleCRESPAR Report #63: Trends in Two-Way Immersion Education: A Review of the Researchen_US
dc.title.alternativeCRESPAR: Report #63en_US
dc.title.alternativeCenter for Research on the Education of Students Placed at Risk: Report #63en_US
dc.typeTechnical Reporten_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.

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