A r c h i v e d I n f o r m a t i o n

Model Strategies in Bilingual Education: Professional Development - 1995

Using This Report

This report illustrates research-supported principles of professional development with the experiences of communities of scholars, practitioners, and teacher aspirants at selected sites. Project personnel often provided formal evaluation results supporting claims of effectiveness, but this study was not itself an evaluation of outcomes. Each project team has used the insights of research and experience as well as available resources to develop and implement plans that address the needs of the community it serves, and each makes continual adjustments, from term to term and year to year, in light of project outcomes. Most project staff are still developing outcome data sets that will demonstrate project effectiveness, and none claim that their models are fully refined. They frequently credited colleagues in other projects and locales for ideas, designs, and materials that contributed to their own growing success.

From the projects described in this report, educators can learn much about how to develop a highly qualified instructional workforce for language minority students. However, including the projects in the study does not imply that they are "the top 12" in the field. Furthermore, the frequency of their mention in the text is a function of the breadth of their missions and does not imply any rankings among them with respect to their merits.
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[Chapter 1 Introduction: Accommodating Language Diversity in Schools]