Experiences of Middle-Level Students, Teachers, and Parents in the Do the Write Thing Violence Prevention Program

We examined experiences of participants in Do the Write Thing national violence prevention program for middle-level students. Using mixed methods, we conducted surveys and focus groups with students, parents, and teachers who attended the program’s National Recognition Week in Washington, DC. Results revealed important affective, behavioral, and cognitive impacts on participants, including improved relationships, increased understanding of violence, and commitment to reduce violence. Participants from cities where insufficient time and resources were devoted to the project did not experience significant change. Teachers reported developing greater empathy for their students and making substantial changes in their teaching, providing support for students and infusing activities addressing violence into their curriculum. Recommendations are made for increased program support and future research

From remediation to enrichment: Transforming Texas schools through dual language education

ABSTRACT This article focuses on the major contrasts between transitional bilingual schooling and dual language education, showing that remedial forms of transitional bilingual classes can be transformed into quality, enrichment dual language classes, with the same instructional personnel and resources. The following characteristics are discussed: oneand two-way dual language models, segregation or integration with the mainstream, length of the program, alternation of the two languages, additive and integrated versus subtractive and isolating, and 90:10 and 50:50 models. The article concludes with a brief overview of two major concepts from theory and research in our field that inform these two bilingual models of schooling