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Direct linkRusso, Jaclyn M.; McKown, Clark; Russo-Ponsaran, Nicole M.; Allen, Adelaide M. – Grantee Submission, 2018
Few Spanish language tools are available for assessing important social-emotional learning (SEL) skills. The present study presents evidence of the psychometric properties of a Spanish-language version of SELweb (SELweb-S), a web-based system for assessing children's ability to recognize others' emotions and perspectives, solve social problems,…
Descriptors: Spanish, Reliability, Validity, Social Development
Burgin, Ximena D.; Daniel, Mayra C.; Riley, Carolyn F. – TESL-EJ, 2023
The COVID-19 pandemic has propelled educational communities across the world into emergency remote models of instruction. This study documented the perceptions of 11 teachers from the State of Illinois regarding the quality of online instruction in their schools and their unexpected challenges from March of 2019-2020 academic year. Three points of…
Descriptors: COVID-19, Pandemics, Distance Education, Educational Change
What Works Clearinghouse, 2010
The study examined how the English reading performance of predominantly Spanish-speaking students in transitional bilingual education compared with the performance of predominantly Spanish-speaking students in structured English immersion. The study analyzed data on three cohorts of students in six schools in Los Angeles; Denver; Albuquerque; St.…
Descriptors: Educational Research, Bilingual Education, Immersion Programs, Reading Achievement
Bridges, Margaret; McElmurry, Sara – Institute of Human Development (NJ1), 2010
Bilingual education has taken center stage in Illinois with a new education mandate; many public preschools will be required to offer bilingual education to all three- and four-year-olds who do not speak English. Dual-language (DL) classrooms represent one very promising model in bilingual education that is being used to develop these new…
Descriptors: Bilingual Education, Native Speakers, English (Second Language), Bilingualism
What Works Clearinghouse, 2007
Success for All (SFA) is a comprehensive reading, writing, and oral language development program for students in pre-K through eighth grade. Its underlying premise is that all children, including those with limited English proficiency, can and should be reading in English at grade level by the end of third grade. (SFA can impact Spanish literacy…
Descriptors: Reading Instruction, Tutoring, Reading Achievement, Parent Participation
