Meet Elisa Garcia, a Principal Education Researcher and Senior Manager in SRI’s Education Division. In this interview, we delve into her current work, what led her to this role, and her insights on how we can better support multilingual learners.
The National Comprehensive Center, funded by the US Department of Education, partners with educational agencies to improve instructional quality, promote the use of evidence-based practices, and improve educational outcomes for all students.
The sheer volume of parenting advice resources available—websites, books, magazine articles, shows, social media channels—have long demonstrated the need for information that parents and caregivers can use to raise happy, healthy children.
SRI Education researchers are conducting secondary analyses of the nationally representative Head Start Family and Child Experiences Survey (FACES) to characterize dual language learners’ (DLLs) bilingual skills in preschool and associations with classroom quality, funded by a grant from the Administration for Children and Families (ACF).
As part of its work to support regional comprehensive centers, SRI leads the Multilingual Learner (ML) Work Group, which brings together staff from federally funded comprehensive centers who work with states around issues to support multilingual learners.
Con el surgimiento de la pandemia de COVID-19, hemos visto un aumento significativo en los síntomas de problemas de salud mental entre los jóvenes en edad escolar.
Reclassification from English learner to English proficient is a crucial outcome for English learner (EL) students’ academic progress because it can open the door to more rigorous courses and lead to stronger academic outcomes.
When I arrived in the United States, I was not quite eight, and did not know how to even say “hello” in English. All I knew was that education was my opportunity to live a better life, and that I had to learn English to access it.
The language we use affects the way we perceive our world. Language can help create new understandings and expand our view of what exists and what is possible, and it also can limit our understanding. The terms we use to describe students who speak two or more languages or speak a language other than English at home, for example, impacts how we envision and develop programs and policies for those students.
The project provides Professional Learning Communities to early childhood providers focused on the integration of POLL strategies into Educare’s social-emotional supports for teacher practice efforts and Dual Language Coordinated Approach for Program and Classroom Practice Toolkit. Project Leaders: Maricela Morales Funder: Educare Years: 2020-2021
The First 5 Dual Language Expansion Pilot project delivers early childcare provider professional development sessions to strengthen instructional strategies and community and family engagement sessions to provide strategies to support DLL children’s learning and development. The overarching focus of the DLL Pilot is to address cultural and linguistic responsiveness in family engagement, PD, and instructional … Continue reading First 5 Dual Language Expansion Pilot Calaveras
The Mobile Messaging on Responsive Caregiving Study is evaluating the impact of two messaging programs on responsive caregiving practices and attitudes, knowledge, and confidence among caregivers of 18- to 36-month-old children.