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Incorporated in 1966, Teachers of English to Speakers of Other Languages, Inc. (TESOL), is a global association for English language teaching professionals headquartered in Alexandria, Virginia, USA. TESOL encompasses a network of approximately 52,000 educators worldwide, consisting of more than 12,000 individual members and an additional 40,000 educators within the 100 plus TESOL affiliate associations. Representing a multifaceted academic discipline and profession, TESOL offers members serial publications, books, and electronic resources on current issues, ideas, and opportunities in the field of English language teaching. TESOL also conducts a variety of workshops and symposia, including an annual convention, regarded as the foremost professional development opportunity for English language educators worldwide. TESOL's mission is to develop and maintain professional expertise in English language teaching and learning for speakers of other languages worldwide.

The United States experienced phenomenal growth in the number of English-language learners over the first decade of the 21st century, expanding the need in many public schools to provide special language instruction.

This publication of the James R. Squire Office of Policy Research offers updates on research with implications for policy decisions that affect teaching and learning. Each issue addresses a different topic. This issue addresses English Language Learners.

Discusses the negative consequences of gender stereotyping in the mathematics classroom, especially for girls. Addresses possible challenges associated with creating a safe learning environment and combating gender stereotypes. Describes difficulties in various settings in the mathematics classroom and explores challenges associated with traditional gender roles, role models, and sexist language.

Gender stereotyping primarily of junior high female math students is a relatively recent awareness. I liked the three points they made on combating this issue, i.e., (1.) reinforcing the fact that math should be nonsexist, (2.) including the contributions that female mathematicians have made to society, (3.) teaching nonsexist language by example. Also, several good ideas on countering domineering students so that all students feel free to participate. I plan to implement the idea of limited and revolving discussion groups

Discusses the negative consequences of gender stereotyping in the mathematics classroom, especially for girls. Addresses possible challenges associated with creating a safe learning environment and combating gender stereotypes. Describes difficulties in various settings in the mathematics classroom and explores challenges associated with traditional gender roles, role models, and sexist language.

Bring dozens of Peace Corps Volunteer stories, letters, and folk tales with standards-based lessons to your class. Also discover ways to involve students in service learning.

This web site is designed to provide information, including links to related web sites, on the history and current thinking about American Indian and Indigenous education. It includes information on how Indigenous students were taught English and on bilingual/bicultural education. In addition, there is material on teaching reading, math/science, curriculum development, and American Indian dropouts. Links are also provided to information on community-controlled schools, gifted and talented education, learning styles, and Indian children's books. This web site is maintained by Jon Reyhner.

I EXercise My Rights is a public service, informational campaign designed to educate the public about Title IX. Simply stated: Title IX is a law passed in 1972 that requires gender equity for boys and girls in every educational program that receives federal funding. Many people have never heard of Title IX. Most people who know about Title IX think it applies only to sports, but athletics is only one of 10 key areas addressed by the law. These areas are: Access to Higher Education, Career Education, Education for Pregnant and Parenting Students, Employment, Learning Environment, Math and Science, Sexual Harassment, Standardized Testing and Technology. Since Title IX was passed 35 years ago, it has been the subject of over 20 proposed amendments, reviews, Supreme Court cases and other political actions. That's why we call it a living, breathing law. It is puzzling why there have been so many attempts to change Title IX since the intent of the law (gender equity) has not been met. Thousands of schools across the country are not in compliance with the law. This website explains the regulations in easy-to-understand language and uses real case studies as examples. In addition, it provides ways to find out about Title IX in your local community, links to many governmental and educational organizations for more detailed information and an easy-to-use e-mail system whereby you can contact the Secretary of Education in Washington, D.C. about Title IX.