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Download full textBuckley, Rose – Region 8 Comprehensive Center, 2021
The Indiana Department of Education (IDOE) requested assistance from the Region 8 Comprehensive Center (Region 8 CC) to co-facilitate and design a Stakeholder Review Committee. This request is a component of the Indiana (IN) Multi-Tiered System of Supports (MTSS) and Social Emotional Learning Initiative (2020-R8-I-002 IN-02-Year2). The purpose of…
Descriptors: Social Emotional Learning, Specialists, Equal Education, Preschool Education
Peer reviewed
Direct linkMorita-Mullaney, Trish; Chesnut, Colleen – NABE Journal of Research and Practice, 2022
Indiana dual-language immersion (DLI) programs have grown exponentially in the last 5 years as a result of state policies, related state funding, and increasing pressure for public schools to have a specialized presence amidst school choice provisions. Principals work with their communities to identify the DLI model they will adopt, student…
Descriptors: Equal Education, Immersion Programs, Native Language Instruction, Second Language Learning
Cushing-Leubner, Jenna; Morita-Mullaney, Trish; Greene, Michelle C. S.; Stolpestad, Amy; Benegas, Michelle – Planning and Changing, 2021
The purpose of this study is to identify how teachers of Emergent Bilinguals labeled "English Language Learners" (EL teachers) responded to the sudden shift to emergency remote teaching and learning (ERTL) due to COVID-19 in March 2020. Emergent Bilingual teachers from Indiana, Minnesota, and Wisconsin were surveyed during ERTL and this…
Descriptors: Equal Education, Multilingualism, Bilingualism, English (Second Language)
