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The Role of Advocacy in Shaping Immigrant Education: A California Case Study


by Laurie Olsen - 2009


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Cite This Article as: Teachers College Record Volume 111 Number 3, 2009, p. 817-850
https://www.tcrecord.org ID Number: 15345, Date Accessed: 8/5/2021 12:07:59 AM
 
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About the Author
  • Laurie Olsen
    Sobrato Early Academic Literacy for English Learner Success Initiative
    E-mail Author
    LAURIE OLSEN is an independent consultant providing research and technical assistance support for schools in building effective programs for English learners. She is directing the Sobrato Early Academic Literacy for English Learner Success initiative and is principal consultant to the PROMISE Initiative in southern California Her career spans three decades of work throughout the nation as a researcher, writer, speaker, advocate, and provider of professional development and technical assistance to communities and educators on creating equitable, high-achieving schools that honor and celebrate the cultures and languages of all children. A major focus has been high school reform, immigrant education, and educational access. Her dozens of books and publications include the award-winning Made in America: Immigrants in U.S. Schools, And Still We Speak: Stories of Communities and Schools Maintaining Culture and Language, “We Speak America,” and a series of publications for equity-centered school reform. Dr. Olsen holds a PhD in Social and Cultural Studies in Education from U.C. Berkeley, has served on the Board of the National Coalition of Advocates for Students, and is president and founder of Californians Together, a statewide coalition for English learners.
 
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