Research on Effective Pedagogy and School Reform (1996-2004)
CREDE funded 31 research projects around the country between 1996 and 2001. Researchers in these projects gathered data and tested curriculum models in wide-ranging settings and with diverse student populations–from classrooms with predominantly Zuni-speaking students in New Mexico to inner city schools in Florida to California elementary schools with large populations of native Spanish-speaking students.
During 2001-2003, seven synthesis teams extracted the key findings and practices from the field, including work done by CREDE’s two predecessors – the National Center for Research on Cultural Diversity and Second Language Learning (NCRCDSLL) and the Kamehameha Early Education Program (KEEP). Comprised of the nation’s leading experts, practitioners, and policymakers in education, each team focused on a specific theme and produced an array of materials to bring state-of the-art knowledge on diversity education into America’s classrooms.
The synthesis teams also produced authoritative reports on the nation’s current state of knowledge about effective school reform for all students. The reports are based on the research findings of CREDE and were completed in spring 2004. The teams also recommended the next national research agenda. The teams focused on these seven areas:
- Language Learning and Academic Achievement
- Professional Development for Diversity
- Preservice Teacher Education for Diversity
- Schools, Families and Community
- Mathematics and Diversity
- Science and Diversity
- Teacher-School-Systemic Integration for Effective Reform