ABSTRACT This article systematically reviews research on the achievement outcomes of four types approaches to improving reading middle and high school students: (1) curricula, (2) mixed‐method models (methods that combine large‐and small‐group instruction with computer activities), (3) computer‐assisted instruction, (4) instructional‐process programs focus providing teachers extensive professional development implement specific instructional methods). Criteria for inclusion in study were use...

This article reviews research on the achievement outcomes of mathematics programs for middle and high schools. Study inclusion requirements include use a randomized or matched control group, study duration at least 12 weeks, equality pretest. There were 100 qualifying studies, 26 which used random assignment to treatments. Effect sizes very small curricula computer-assisted instruction. Positive effects found two cooperative learning programs. Outcomes similar disadvantaged nondisadvantaged...

This article explores India's linguistic diversity from a language policy perspective, emphasizing policies relevant to minorities. The Kumaun region of Utterakhand provides local, minority-language perspective on national-level planning. A look at the complexity counting languages reveals planning implicit in Indian census. more explicit status involved naming official is explored Constitution. An overview language-in-education for be taught and used as media instruction further illustrates...

Ethnographic research in the Kumaun region of North India highlights different perspectives on this multilingual context and national‐level policies. Language policies that explicitly or implicitly minoritize certain linguistic varieties influence local discourses about language education but are also interpreted through lens ideologies. Ecological metaphors scalar illustrate complex relationship among languages as speakers an unrecognized reinterpret policy express value for diversity.

Taking a broad interest in the linguistic, educational, and identity issues relevant to young people, this article examines experiences discourses of linguistic minority youth French-dominant context Québec City. Our analysis is based on qualitative interviews conducted with 10 people who speak language other than French at home chose study English postsecondary level. Beyond exploring local impact policies, we focus choices these make positioning themselves that they appropriate describing...

The ways in which educators talk about diversity, and specifically linguistic reflect underlying beliefs language society influence teaching practice. Semi-structured interviews with 55 high school teachers the Netherlands were analyzed qualitatively order to identify teachers' discourse patterns related backgrounds home languages of their students as well policies context. struggle labels categorize migration backgrounds, showing awareness problematic insider-outsider labels. In terms...

Las relaciones entre francófonos y anglófonos de Québec reflejan las luchas históricas poder los grupos. Utilizando el uso un enfoque constructivista e interaccionista para entender la identidad origen étnico, se analiza papel escuelas idiomas Inglés en intergrupales. Este articulo presenta resultados dos estudios cualitativos realizados con jóvenes que asistieron a idioma ciudad Québec, muestra cómo sistema escolar contribuye (re) producción fronteras lingüísticas. Los límites evidentes...

(2020). Biliteracy development in Mexican primary education: analysing written expression P'urhepecha and Spanish. The Language Learning Journal: Vol. 48, Endangered minority language pedagogy, pp. 285-299.

Multilingualism in the ethnolinguistically diverse country of India is a reality reflected national-level policies but even more prevalent daily conversations and classroom practices. Discourses regarding language North reflect value placed on multilingualism distinction between discrete, standardized fluid, home-based spoken language. Use pedagogical contexts also reflects this fluidity, providing spaces for multilingual practices irrespective support from official policies. These...

Abstract Experiences of belonging and unbelonging are constructed in multiple ways. Two young women share their stories moving from north to south experiences (un)belonging the United States Mexico. Analysis semi-structured interviews through interdisciplinary lenses highlights contested nature borders breaking down pre-established categories. Beyond territorial borders, these two US citizens Mexican heritage reveal an ongoing negotiation spatial, social linguistic border spaces, blurring...