Relevant bibliographies by topics / Riverside School

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Reports

Academic literature on the topic 'Riverside School'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Riverside School"

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Miguel da Silva de Oliveira, Francisco, and Alex Sandro Gomes Pessoa. "A EDUCAÇÃO DO CABOCLO-RIBEIRINHO: PROBLEMATIZAÇÕES ACERCA DO CURRÍCULO ESCOLAR E SEUS DESDOBRAMENTOS NAS ESCOLAS RIBEIRINHAS." COLLOQUIUM HUMANARUM 15, no. 4 (October 1, 2018): 72–82. http://dx.doi.org/10.5747/ch.2018.v15.n4.h391.

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This article consists as a theoretical essay on the thematic of curriculum and its unfolding in the reality of riverside schools. In the first instance, it aims to elucidate conceptualissues about curriculum and points out the mismatches between school contents that are defined arbitrarily and become decontextualized for the educational reality of the riverside schools.Then, some social aspects are brought in regarding the riverside schools, aiming to characterize this reality to the reader, as well as to present some of the social aspects that surround this context.It is argued that school curricula do not dialogue with the reality of the riverside communities, resulting in innocuouseducational actions, devoid of meaning and distant of deep social transformations.
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Willis, Brigham C., Christian Lytle, Maegen Dupper, Rosemary Tyrrell, Elizabeth H. Morrison, Kendrick Davis, Kathy Barton, and Deborah Deas. "University of California, Riverside School of Medicine." Academic Medicine 95, no. 9S (September 2020): S63—S66. http://dx.doi.org/10.1097/acm.0000000000003321.

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Nozu, Washington Cesar Shoiti, Andressa Santos Rebelo, and Mônica de Carvalho Magalhães Kassar. "Desafios da gestão nas escolas das águas." Revista on line de Política e Gestão Educacional 24, esp. 2 (September 30, 2020): 1054–67. http://dx.doi.org/10.22633/rpge.v24iesp2.14331.

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School management is related to both general administration issues and pedagogical aspects. This article aims to present the work of school management in the “Schools of Waters” (School in riverside areas), located in the Pantanal of Mato Grosso do Sul (Brazil). For its development, the qualitative perspective was adopted, with a study of documentation, observation and interviews with the school’s managers. The data were systematized and organized in two topics: a) Characterization and Functioning of the Schools of Waters; and b) Curricular Proposal and Monitoring of Pedagogical Work. It was found that the necessary autonomy to carry out the management work is hampered by the insufficient material conditions for work closer to the community.
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Whalen, Kevin. "Indian School, Company Town." Pacific Historical Review 86, no. 2 (May 1, 2017): 290–321. http://dx.doi.org/10.1525/phr.2017.86.2.290.

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During the early twentieth century, administrators at Sherman Institute, a federal Indian boarding school in Riverside, California, sent hundreds of students to work at Fontana Farms, a Southern California mega-ranch. Such work, they argued, would inculcate students with values of thrift and hard work, making them more like white, Protestant Americans. At Fontana, students faced low pay, racial discrimination, and difficult working conditions. Yet, when wage labor proved scarce on home reservations, many engaged the outing system with alacrity. In doing so, they moved beyond the spatial boundaries of the boarding school as historians have imagined it, and they used a program designed to erase native identities in order to carry their cultures forward into the twentieth century.
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Mania-Singer, Jackie. "Making Waves in Riverside: A Superintendent/Principal Partnership for Dramatic School Turnaround." Journal of Cases in Educational Leadership 21, no. 4 (April 13, 2018): 131–45. http://dx.doi.org/10.1177/1555458918769119.

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This case was written for use in educational leadership programs preparing superintendents, central office leaders, and school principals. This case requires students to draw from knowledge of successful school turnaround, effective school leadership, and system-wide reform strategies to consider how a first year superintendent and a newly hired principal implement turnaround strategies in a persistently low-performing school amid increasing pressure and scrutiny from the surrounding business and civic community. The case begins with the history and context of the community and school district and then explores the significant events and challenges during the first year of implementation.
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Hoang, Julia Luu, and Richard J. Lee. "Asian-Americans Remain Low Utilizers of County Mental Health Services." CNS Spectrums 26, no. 2 (April 2021): 141–42. http://dx.doi.org/10.1017/s1092852920002242.

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AbstractThe National Latino and Asian American Study (NLAAS, 2002–2003, n =2095) indicated that Asian-Americans (AA) use mental health services less frequently than the general population (8.6% vs. 17.95%). Even AA who have been diagnosed with mental health disorders use mental health services less frequently than their non-AA counterparts (34.1% versus 41.1%)2. AA in Riverside County count for 7.4% of the population, or about 181,356 individuals, according to the 2018 census estimates. The objective of the study is to examine and compare rates of utilization of mental health services by AA specifically in the Riverside County setting. This study utilizes data on patients’ ethnicity, age, gender, and diagnosis as collected annually by the Riverside County Department of Mental Health from the fiscal year of 2017–2018. It compares the prevalence of psychiatric disorders and the rate of utilization of mental health services by AA in the county to the data collected by the NLAAS. The total number of AA using mental health services in Riverside County is 669, which totals 1.73% of all individuals accessing the same services. The number of AA using mental health services represented 0.45% of the total AA population in Riverside County. AA in Riverside County are utilizing MH services even less than the national rates (0.45% vs 8.6% nationally from NLAAS data). The gap in care illustrated by these results exemplifies not only the disparity in utilization of MH services seen in this particular ethnic group, but portrays the stagnant results from Riverside County s attempts to address this issue. Possible reasons for the disparity include lack of access, stigma, recovery, migration, and a lack of culturally-competent care. A reimagined outreach initiative may help to better address this issue. Riverside County already has implemented an AA Task Force, holds health fairs at local churches in the communities, supports a UCR School of Medicine student-run free clinic, and is active in NAMI events.
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Neris, Julian Karla Diniz, and Josenilda Maria Maues da Silva. "Potências de uma escola ribeirinha paraense: vidas, fronteiras e um rio / Potency of a riverside school in Pará: lives, borders, and a river." Cadernos CIMEAC 9, no. 2 (October 22, 2019): 222. http://dx.doi.org/10.18554/cimeac.v9i2.2866.

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A presente escritura é parte de uma pesquisa de mestrado em andamento, que problematiza o currículo de uma escola básica ribeirinha da Amazônia paraense a partir do pensamento da diferença do filósofo francês Gilles Deleuze. Os estudos teóricos acerca do currículo enquanto campo de conhecimento científico, as travessias pela Baía de Guajará e a investidura na escola como território de experimentação empírica mobilizaram a escrita desse artigo, que objetiva problematizar as potências de uma escola ribeirinha a partir da relação fronteiriça entre a escola, a Ilha do Combu e Belém do Pará. Desse modo, o estudo considera uma escola básica ribeirinha, como um território permeado por potências, por vida escolar e pelas vidas que nela circulam em sua força criadora e que, de modo peculiar, pulsam nessa ambiência que produz acontecimentos e multiplicidades. Nesse sentido, assume a cartografia como percurso metodológico, assumir tal caminho é como traçar um mapa móvel, no qual não cabe controlar as intensidades que o compõe, tampouco suas afetações intensivas e extensivas que dão vazão a dimensão rítmica do território no qual a vida escolar na Ilha do Combu pulsa. Problematizar potências de uma escola pela lente da cartografia implica operar com conceitos deleuzianos como território e multiplicidades, que no deslocamento conceitual que proponho realizar, contribuem para mobilizar o pensamento e colocar em questão o vitalismo que pulsa na escola e a faz território de resistências.Palavras-chave: Escola ribeirinha; Ilha do Combu; Educação básica. ABSTRACT: The present writing is part of an ongoing master's degree research, which problematizes the curriculum of a basic riverside school in the Amazon of Pará from the thought of the difference of the French philosopher Gilles Deleuze. The theoretical studies about the curriculum as a field of scientific knowledge, the crossing of the Bay of Guajará and the investiture in the school as territory of experimentation mobilized the writing of this article, which aims to problematize the powers of a riverside school from the border relationship between the school , the Island of Combu and Belém do Pará. In this way, the study thinks of a basic riverside school, as a territory permeated by potencies, for school life and for the lives that circulate in its creative force and that, in a peculiar way, pulsate in this environment that produces events and multiplicities. In this sense, assuming cartography as a methodological course, assuming such a path is like drawing a mobile map, in which it is not possible to control the intensities that compose it, nor its intensive and extensive affectations that give vent to the rhythmic dimension of the territory in which school life on the Island of Combu pulsates. To problematize a school's powers through the lens of cartography implies working with Deleuzian concepts as territory and multiplicities, which in the conceptual displacement that I propose to carry out, contribute to mobilize the thought and question the vitalism that strikes the school and makes it a territory of resistances.Keywords: Riverside school; Island of Combu; Elementary school.
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Wixon, Amanda K. "Profit and Loss: ‘Indian’ Art at Sherman Institute, a Native American Off-Reservation Boarding School." Zeitschrift für Anglistik und Amerikanistik 68, no. 2 (June 25, 2020): 177–90. http://dx.doi.org/10.1515/zaa-2020-0018.

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AbstractIn the early twentieth century, the US’s federal policies regarding the production of Native American art in off-reservation Indian boarding schools shifted from suppression to active encouragement. Seen as a path to economic stability, school administrators pushed their students to capitalize on the artistic traditions of Native cultures, without acknowledging or valuing these traditions as part of an extensive body of Indigenous knowledge. Although this push contributed to the retention of some cultural practices, administrators, teachers, and other members of the local community often exploited the students’ talents to make a profit. At Sherman Institute (now Sherman Indian High School) in Riverside, California, Native students of today are free to creatively express their own cultures in ways that strengthen their communities and promote tribal sovereignty. In this article, I will argue that the art program at Sherman Institute served to extinguish Indigenous knowledge and expertise as expressed through culturally specific weaving practices.
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Schall, Ekkehard. "Acting with the Berliner Ensemble." New Theatre Quarterly 2, no. 6 (May 1986): 99–105. http://dx.doi.org/10.1017/s0266464x00001998.

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Ekkehard Schall, born in 1930, has been a member of the Berliner Ensemble since 1952, and is now among its leading players. He has also directed for the company, having first undertaken the production of Brecht's version of Edward II in 1974. During a visit to London in 1981. when he gave a one-man performance at Riverside Studios, he also visited Rose Bruford College, where, with his wife and fellow-player Barbara Brecht-Schall, he talked with staff and students of the school. During the discussion, chaired by Beth Chatten, he explained the practical application of concepts relating to Brechtian acting, and also described his own approach to such major roles as the Brecht-Shakespeare Coriolanus, which he first created for the Ensemble in 1964.
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Hurol, Yonca, Gemma Wilkinson, Fuad Hassan Mallick, Emmanuel Chenyi, and Margaret Gordon. "Obituary." Open House International 42, no. 4 (December 1, 2017): 124–26. http://dx.doi.org/10.1108/ohi-04-2017-b0015.

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During his 75 years of life from the 9th of March 1942 until the 28th of September 2017 Nicholas Wilkinson was a very productive and hardworking individual. He grew up in the north east of England in Corbridge, a small rural town in Northumberland. He was the third child of Zara and Tom Wilkinson and grew up together with his brother Warwick, his sister Joanna. He told me that as a child he played a lot by the riverside, and in their large family house garden and that, amongst other things, his outdoor childhood promoted a deep love of nature in him. His mother Zara had artistic abilities and his father, Tom a very good sense of judgement; Nicholas inherited these talents and characteristics from them. He was educated at Corchester Preparatory School in Corbridge and then at Bryanston School in Blanford, Dorset.
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Dissertations / Theses on the topic "Riverside School"

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Medina, Martin. "A public safety high school internship program for Riverside Community College." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1976.

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The purpose of this thesis was to address the need to develop a public safety internship academy program for high school students and at risk youths who may have a desire to explore careers in public safety. Many students dream of pursuing a career in public safety but lack the knowledge or skills to realize their dream.
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Jamerson, Paul Edward. "Disaster preparedness in the San Bernardino and Riverside County area school districts." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/653.

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Shader, Michelle Elizabeth. "Creating community through communication: The case of East Desert Unified School District." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2692.

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East Desert Unified School District (EDUSD) serves many immigrant, migrant, and first generation students. The objective of this thesis is to identify the community processes and channels used that it serves. Organizationally, the interractions between the district and its communities will be studied from a systems perspective. Intercultural communication theories and organizational communication theories provide lenses for examining the communication processes occuring between the communbity and organization within the district, the parents resource service center alone with children and Family Services are grant supported and provide outreach services to community members.
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Mitchell, Terry Ann, and Yolanda Amelia White. "An elementary school project: Impact of the school-based social worker on CPS dependency rates." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1031.

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Liabeuf, Amanda De Vries. "The impact of social disorganization and public school characteristics in explaining suspensions and expulsions." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2646.

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The purpose of this study is to examine if school or community characteristics correlate with suspensions and expulsions. The data examined in this study were drawn from Riverside County schools. The schools were examined to determine if school or social disorganization characteristics correlate with suspension and expulsion rates.
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Johnson, Brooke. "From school ground to battle ground a qualitative study of a military-style charter school /." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=71&did=1906546051&SrchMode=1&sid=1&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270229803&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 156-175). Issued in print and online. Available via ProQuest Digital Dissertations.
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Curtin, Robert Patrick. "Public safety internship program at the Riverside Community College District." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1889.

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The focus of this study was to design, implement, and evaluate a community college based program that utilizes contextual teaching and learning methods that will prepare completers for careers in public safety.
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Pierson, Gina Lee. "Program manual for international business academies." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2865.

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This project is a Progam Manual for the International Business Academy of La Sierra High School for at-risk students to show how to successfully run an academy and graduate students in compliance with the California High School Exit Exam.
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Cruz, Luis Felipe. "Challenges confronting a first-year elementary school principal distributed leadership, social capital, and supported change /." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=28&did=1905738711&SrchMode=1&sid=2&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270137959&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 179-191). Issued in print and online. Available via ProQuest Digital Dissertations.
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Holt, Edna Edith. "High school student's nutritional status and their academic performance." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3202.

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Books on the topic "Riverside School"

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Jones, Edwina Crowe. Return to Riverside: The 1970 graduating class of Riverside Indian Boarding School speaks. Sylva, N.C: Catch the Spirit of Appalachia, Inc., 2009.

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Covel, Janice. For the record: A documented narrative. Sacramento, Calif: Manhattan Pub. Co., 2011.

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Struxness, Kevin (ed ). California School for the Deaf at Riverside History Book. S.l: Laurent Clerc Press, 2005.

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California. Legislature. Joint Committee on School Facilities. School construction funding options: Summary report of the interim hearing of the Joint Committee on School Facilities, October 13, 1988, Riverside County Education Center, Riverside, California. Sacramento, CA: [The Committee], 1988.

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Great Britain. Department of Education for Northern Ireland. Report of a focused inspection in Riverside School, Antrim, Inspected May 1999. Bangor: Department of Education for Northern Ireland, 1999.

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National Colloquium on Local/District Governance in Education (1995 Vereeniging, South Africa). Briefing notes on the National Colloquium on Local/District Governance in Education: Riverside Sun Hotel, Vereeniging, 28-29 June 1995. Johannesburg: The Centre, 1995.

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Government, California Legislature Senate Committee on Local. Developer fees and school construction: Summary report of the joint interim hearing of the Senate Local Government Committee, Senate Select Committee on Planning for California's Growth, Assembly Local Government Committee : October 14, 1986, Riverside County Education Center, Riverside, California. Sacramento, CA: Senate of the State of California, 1986.

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The Indian school on Magnolia Avenue: Voices and images from the Sherman Institute. Corvallis: Oregon State University Press, 2012.

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1867-1959, Wright Frank Lloyd, ed. Down to earth: An insider's view of Frank Lloyd Wright's Tomek House. Carbondale: Southern Illinois University Press, 1995.

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Education beyond the mesas: Hopi students at Sherman Institute, 1902-1929. Lincoln: University of Nebraska Press, 2010.

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Book chapters on the topic "Riverside School"

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Ribeiro, Thainá Reis Brasil, and Rubens de Andrade Fernandes. "Analysis of Electrical Adequacy in Riverside and Road Schools in the Amazon." In Proceedings of the 5th Brazilian Technology Symposium, 281–92. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57548-9_26.

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Strhan, Anna. "School Visitors." In The Figure of the Child in Contemporary Evangelicalism, 134–53. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198789611.003.0006.

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Against the backdrop of public concerns raised about the role of external evangelical visitors in state-funded schools, Chapter 5 examines the mundane realities of the relationships that children’s workers and volunteers from St George’s Church (charismatic) and Riverside Church (open evangelical) developed with local schools. Focusing on the visits made by children’s workers to deliver assemblies, and the after-school, lunchtime, and holiday clubs they ran, this chapter considers how children’s agency was either limited or enabled across these different spaces. Examining how the adults involved in these engagements with children spoke about the moral significance of their work, it argues that these kinds of engagement offered adults a sense of meaning and hope, allowing them to understand themselves as agents of change at a time when the public sphere often seems unwieldy and beyond individuals’ control.
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Strhan, Anna. "Marking Times and Transitions." In The Figure of the Child in Contemporary Evangelicalism, 154–77. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198789611.003.0007.

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We are living through times in which traditional religious rites of passage are in question in Western societies. Chapter 6 focuses on what rites of passage in relation to childhood looked like at each of the three evangelical churches explored in this book and examines how particular moments of transition were being constructed and marked in children’s lives. The chapter explores the different ways in which those at St John’s (conservative evangelical), St George’s (charismatic evangelical), and Riverside (open evangelical) engaged with traditional rites of passage such as infant baptism and how they often demonstrated ritual creativity in their marking of other moments of transition, such as the move from primary to secondary school. It also examines how these rites reveal different understandings of children’s agency.
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Strhan, Anna. "Learning a Form of Life." In The Figure of the Child in Contemporary Evangelicalism, 48–77. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198789611.003.0003.

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Focusing on the space of churches, Chapter 2 explores the practices through which adults seek to form children as subjects able to ‘engage with God’ in Sunday school and Kids Church and the ways in which the children responded to these practices across each of the three churches studied in this book. Focusing on the desired formation of children provides insight into the morally charged ideals of personhood articulated in each church, and draws out the particular emphasis on biblical literacy and ideals of submission to God expressed in conservative evangelicals’ work with children in comparison with the emphasis on ideals of friendship with Jesus that is privileged at St George’s and Riverside. The author argues that despite these differences, the techniques of formation used in each church aim to shape the children as reflexive individuals, able to reflect on their actions in the light of church teachings.
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Strhan, Anna. "Building an Academy." In The Figure of the Child in Contemporary Evangelicalism, 108–33. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198789611.003.0005.

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Chapter 4 focuses on the relations between Riverside Church (open evangelical) and the local schools it was involved in running, situating this in relation to broader debates about faith schools, neoliberalism, and social class. The chapter examines how members of Riverside Church described the moral and religious significance of their engagement with these schools, drawing on a romanticized narrative of evangelicals’ historic work with the children of the urban poor. The chapter demonstrates how these schools are of central moral significance for the church’s aspiration to affect both the local area and wider British society, and explores how the ways in which those at Riverside talk about the work of these schools at times enact moralizing power relations that are simultaneously held in tension with the church’s inclusivist aspirations and self-understanding.
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"Professional and institutional perspectives on interagency collaboration Douglas E.Mitchell and Linda D.Scott, University of California, Riverside." In The Politics Of Linking Schools And Social Services, 87–104. Routledge, 2002. http://dx.doi.org/10.4324/9780203485682-11.

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Reports on the topic "Riverside School"

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none,. Riverside High School (South Carolina) - Financing Profile. Office of Scientific and Technical Information (OSTI), January 2009. http://dx.doi.org/10.2172/1218291.

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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