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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 8 of 8 1 No.8, July 2020: Examining English Learners’ College Readiness and Postsecondary Enrollment in California Lavadenz, Magaly, Ph.D.; Murillo, Marco A., Ph.D. In: Education and Policy Briefs (2020) BASE Show details 2 No.7, March 2019: Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion Armas, Elvira G., Ed.D.; Robles, Natividad; Lavadenz, Magaly, Ph.D. In: Education and Policy Briefs (2019) Abstract: Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage. ; https://digitalcommons.lmu.edu/ceel_education_policybriefs/1006/thumbnail.jpg Keyword: and Multicultural Education; and Research; Bilingual; Education; Educational Assessment; Evaluation; Multilingual; Teacher Education and Professional Development URL: https://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1006&context=ceel_education_policybriefs https://digitalcommons.lmu.edu/ceel_education_policybriefs/2 BASE Hide details 3 No.5, April 2017: The Latin@ Teacher Shortage: Learning from the Past to Inform the Future Colón-Muñiz, Anaida, Ed.D.; Lavadenz, Magaly, Ph.D. In: Education and Policy Briefs (2017) BASE Show details 4 No.6, December 2017: District Administrators' Perspectives on the Impact of The Local Control Funding Formula on English Learners Lavadenz, Magaly, Ph.D.; OBrien, Gisela, Ph.D. In: Education and Policy Briefs (2017) BASE Show details 5 Falling Short on The Promise to English Learners: A Report on Year One LCAPs Lavadenz, Magaly, Ph.D.; Olsen, Laurie, Ph.D.; Armas, Elvira G., Ed.D In: Reports (2015) BASE Show details 6 The Observation Protocol for Academic Literacies: Conceptual Framework and Validation Report Lavadenz, Magaly, Ph.D.; Armas, Elvira G., Ed.D. In: Reports (2012) BASE Show details 7 Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph Olsen, Laurie, Ph.D.; Lavadenz, Magaly, Ph.D.; Lindholm-Leary, Ph.D., Kathryn, Ph.D.... In: Reports (2010) BASE Show details 8 No.1, December 2007: Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leader Lavadenz, Magaly, Ph.D.; Armas, Elvira G., Ed.D.; Villanueva, Irene, Ph.D. In: Education and Policy Briefs (2007) BASE Show details

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