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

School Reform and Student Diversity - September 1995

M. Implications for Needed Research

In the course of our work on this project, we became aware that a good deal of research guided the reform efforts we documented. All of our sites reflect a strong relationship between the research community and the schools.

However, it also became apparent that a number of significant questions require further research. Our study has determined what exemplary schools do. Now we need to find out how they have been able to do it. We need to research more systematically what resources are required to support exemplary teaching and learning environments, and which instructional strategies are most effective. In general, we need information to help formulate the resource and practice standards that are necessary to enable schools to teach their LEP students as well as they are capable of teaching other students.

In this section, we suggest a number of questions that indicate directions for future research. This list is not exhaustive; it reflects the range of data and issues that will be required if we are to reform schools to meet the needs of culturally and linguistically diverse students.

It is important to point out that the essential issue of education reform for these students is how they are taught in the classroom; research must illuminate both student and teacher learning. We need to discover how different strategies affect the quality of student learning--with respect to both school performance and students' ability to function in society later on. We need to find out how teachers translate knowledge gained through professional development into practice in the classroom.

The suggested research topics are organized in a progression from the classroom outward to the teacher, school, and external factors. The touchstone is the classroom. In each instance, further research needs to show how the various elements in exemplary schooling support enhanced learning for diverse students.

The Classroom Learning Environment

The Teacher

The School

External Factors

[Implications for Policy and Practice] [Table of Contents] [Appendix: Cross-Site Analysis Tables]