Today, staff from Stanford's "Understanding Language," Mary Cappellini and Paul Boyd-Batstone share their thoughts on teaching English Language Learners. I've also included comments from readers.


Four educators -- Karen Nemeth, Judie Haynes, David Deubelbeiss and Julie Goldman -- provide suggestions on how we can better support English Language Learners in the classroom.


This week's question-of-the-week is: "What are the greatest challenges to improving ELL student achievement, and how can we overcome them? What are the best strategies schools can use to close the achievement gap for students with disabilities and English Language Learners?"


This is the last post in a three-part series on teacher attrition in high-poverty schools. Today, Liam Goldrick and David Orphal are contributing responses, and many comments from readers are featured, too.


Barnett Berry and Ilana Garon share their thoughts on how to retain teachers in high-poverty schools.


Angel Cintron and Paul Bruno share ideas on how schools can reduce teacher attrition in high-poverty schools.


Educators Jeffrey Wilhelm and Michael Smith are co-authors of the new book, Reading Unbound. This interview with them is a special follow-up to the three-part series on developing life-long readers that I published earlier this week.


The new "question-of-the-week" is: Why do teachers avoid, or leave, high poverty urban public schools and what can be done to improve the situation?


Jason Flom and many readers share their suggestions on how to develop life-long readers.


Educators Kristi Mraz, Marjorie Martinelli, Kathy Barclay and Cindi Rigsbee contribute their thoughts on how to help develop life-long readers.


The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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