CREDE

EDUCATION,
DIVERSITY, AND
EXCELLENCE
(CREDE)
THE CENTER FOR RESEARCH ON EDUCATION,

DIVERSITY, AND EXCELLENCE (CREDE)
The Center for Research on Education, Diversity, and
Excellence (CREDE) is a national research and development
center operated under a cooperative agreement between the
University of California, Santa Cruz, and the Office of
Educational Research and Improvement of the U. S.
Department of Education.
CREDE assisted the nations population of diverse students,
including those at risk of educational failure, to achieve
academic excellence.
The purpose of CREDEs research was to identify and develop
effective educational practices for linguistic and cultural
minority students, such as those placed at risk by factors of
race, poverty, and geographic location.
Research Projects of CREDE at

CAL
Two-Way Immersion Education
This study continued the research conducted on two-way bilingual immersion by the
National Center for Research on Cultural Diversity and Second Language Learning.
It examined instructional outcomes (English-language attainment), student populations
and long-term effects.
It documented program implementation in schools across the country.
Newcomers: Language and Academic Programs for Recent Immigrants
This study documented newcomer programs for recently arrived secondary students with
limited English proficiency and the ways in which these programs promote student
transitions into U.S. schools.
It also identified secondary-level newcomer programs, examined their administrative,
instructional, and socio-cultural features, and compared their programs with traditional
programs serving these students.
A National Survey of School/ Community-Based

Organization Partnerships Serving Students
Placed at Risk
This study identified essential features of successful
partnerships between schools and community-based
organizations (CBOs) that support the academic achievement
of language minority students.
The Effects of Sheltered Instruction on the Achievement of
Limited English Proficient Students
This project worked with teachers to identify key practices for
sheltered instruction and to develop a professional
development model that would enable more teachers to use
sheltered instruction effectively in their classrooms.
THE CREDE STANDARDS FOR EFFECTIVE

PEDAGOGY AND LEARNING
Joint Productive Activity
Teacher and Students Producing Together
Collaboration between the teacher and a small group of children
Creation of a tangible or intangible product
Providing responsive assistance towards the creation of a product
Assisting children to collaborate with peers
Language Development
Developing Language and Literacy Across the Curriculum
Providing opportunities for childrens language use and literacy development
Modeling the appropriate language for the academic content
Contextualization
Making Meaning: Connecting School to Students Lives
Integrating new academic knowledge with childrens home, school, and community knowledge
Assisting children in making connections between school and their personal experiences
Helping children to reach a deeper understanding of the academic material through the deeper
personal connection
Challenging Activities
Teaching Complex Thinking
Designing activities that require complex thinking
Providing responsive assistance as children engage in complex thinking
Increasing childrens knowledge and use of complex thinking strategies
Focusing on concept development in order to uncover the why of the
activity
Instructional Conversation
Teaching Through Conversation
Working with a small group of children
Having a clear academic goal
Eliciting children talk with questioning, listening, rephrasing, or modeling
Assessing and assisting children in reaching the academic goal
Questioning children on their views, judgments, and rationales in reaching
the academic goal
Modeling (MD)
Promoting childrens learning through observation.
Modeling behaviors, thinking processes, or procedures
Providing examples of a finished product for inspiration
Assisting children as they practice
Child Directed Activity (CDA)
Encouraging childrens decision-making and self-regulated
learning.
Providing choice in classroom activities
Being responsive to activities generated by the children
Assisting children in generating, developing, or expanding on
their ideas or creations within an activity.
These standards articulate both philosophical and pragmatic

guidelines for effective education.
Standards do not endorse a specific curriculum.
Its effective with both majority and minority students in the
classrooms across subject matters, curricula, cultures and
language groups.
Teachers and students work together, on real products, real
problems.
Activities are rich in language, with teachers developing
students capacity to speak, read, and write English and the
special languages of mathematics, science, humanities, and art.
They teach the curriculum through meaningful activities that

relate to the students lives and experiences in their families and
communities.
Teachers challenge students to think in complex ways and to
apply their learning to solving meaningful problems.
Teachers and students converse; the basic teaching interaction is
conversation, not lecture.
A variety of activities are in progress simultaneously (individual
work; teamwork; practice and rehearsal; mentoring in side-byside, shoulder-to-shoulder, teacher-student work).
Students have systematic opportunities to work with all other
classmates.
They learn and demonstrate self-control and common values:
hard work, rich learning, helpfulness to others, mutual respect.

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EDUCATION,

THE CENTER FOR RESEARCH ON EDUCATION,

Research Projects of CREDE at

A National Survey of School/ Community-Based

THE CREDE STANDARDS FOR EFFECTIVE

These standards articulate both philosophical and pragmatic

They teach the curriculum through meaningful activities that

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