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English Language Learners And Math Achievement
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Book Synopsis English Language Learners and Math Achievement by : Jamal Abedi
Download or read book English Language Learners and Math Achievement written by Jamal Abedi and published by . This book was released on 2006 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the interactive effects between students' opportunity to learn (OTL) in the classroom, two language-related testing accommodations, and English language learner (ELL) students and other students of varying language proficiency, and how these variables impact mathematics performance. Hierarchical linear modeling was employed to investigate three class-level components of OTL, two language accommodations, and ELL status. The three class-level components of OTL were: (1) student report of content coverage; (2) teacher content knowledge; and (3) class prior math ability (as determined by an average of students' Grade 7 math scores). A total of 2,321 Grade 8 students were administered one of three versions of an algebra test: a standard version with no accommodation, a dual-language (English and Spanish) test version accommodation, or a linguistically modified test version accommodation. These students' teachers were administered a teacher content knowledge measure. Additionally, 369 of these students were observed for one class period for student-teacher interactions. Students' scores from the prior year's state mathematics and reading achievement tests, and other background information were also collected. Results indicated that all three class-level components of OTL were significantly related to math performance, after controlling for prior math ability at the individual student level. Class prior math ability had the strongest effect on math performance. Results also indicated that teacher content knowledge had a significant differential effect on the math performance of students grouped by a quick reading proficiency measure, but not by students' ELL status or by their reading achievement test percentile ranking. Results also indicated that the two language accommodations did not impact students' math performance. Additionally, results suggested that, in general, ELL students reported less content coverage than their non-ELL peers, and they were in classes of overall lower math ability than their non-ELL peers. While it is understandable why a student's performance in seventh grade strongly determines the content she or he receives in eighth grade, there is some evidence in this study that students of lower language proficiency can learn algebra and demonstrate algebra knowledge and skills when they are provided with sufficient content and skills delivered by proficient math instructors in a classroom of students who are proficient in math. (Contains 22 tables, 3 figures, and 10 footnotes.).
Book Synopsis Math Achievement of English Language Learners Can be Improved with Parent Involvement by : Traci L. Pawlak
Download or read book Math Achievement of English Language Learners Can be Improved with Parent Involvement written by Traci L. Pawlak and published by . This book was released on 1995 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis National Research and Development Centers by :
Download or read book National Research and Development Centers written by and published by . This book was released on 1999 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Improving Arizona English Language Learners' Mathematics Achievement Using Curriculum-based Measures by : Jacqueline Benally
Download or read book Improving Arizona English Language Learners' Mathematics Achievement Using Curriculum-based Measures written by Jacqueline Benally and published by . This book was released on 2014 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was an investigation of the effectiveness of curriculum-based measures (CBMs) on the math achievement of first and second grade English Language Learners (ELL). The No Child Left Behind Act (NCLB) of 2001 led to a new educational reform, which identifies and provides services to students in need of academic support based on English language proficiency. Students are from certain demographics: minorities, low-income families, students with disabilities, and students with limited English proficiency. NCLB was intended to lead to improvement in the quality of the United States educational system. Four classes from the community of Kayenta, Arizona in the Navajo Nation were randomly assigned to control and experimental groups, one each per grade. All four classes used the state-approved, core math curriculum, but one class in each grade was provided with weekly CBMs for an entire school year that included sample questions developed from the Arizona Department of Education performance standards. The CBMs contained at least one question from each of the five math strands: number and operations, algebra, geometry, measurement, and data and probability. The NorthWest Evaluation Assessment (NWEA) served as the pretest and posttest for all four groups. The SAT 10 (RIT scores) math test, administered near the time of the pretest, served as the covariate in the analysis. Two analysis of covariance tests revealed no statistically significant treatment effects, subject gender effects, or interactions for either grade 1 or grade 2. Achievement levels were relatively constant across both genders and the two grade levels. Despite increasing emphasis on assessment and accountability, the achievement gaps between these subpopulations and the general population of students continues to widen. It appears that other variables are responsible for the different achievement levels found among students. Researchers have found that teachers with math certification, degrees related to math, and advanced course work in math leads to improved math performance over students of teachers who lack those qualifications. The design of the current study did not permit analyses of teacher or school effects.
Book Synopsis Teaching Mathematics to English Language Learners by : Gladis Kersaint
Download or read book Teaching Mathematics to English Language Learners written by Gladis Kersaint and published by Routledge. This book was released on 2014-06-05 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today's mathematics classrooms increasingly include students for whom English is a second language. Teaching Mathematics to English Language Learners provides readers a comprehensive understanding of both the challenges that face English language learners (ELLs) and ways in which educators might address them in the secondary mathematics classroom. Framed by a research perspective, Teaching Mathematics to English Language Learners presents practical instructional strategies for engaging learners that can be incorporated as a regular part of instruction. The authors offer context-specific strategies for everything from facilitating classroom discussions with all students, to reading and interpreting math textbooks, to tackling word problems. A fully annotated list of math web and print resources completes the volume, making this a valuable reference to help mathematics teachers meet the challenges of including all learners in effective instruction. Features and updates to this new edition include: An updated and streamlined Part 1 provides an essential overview of ELL theory in a mathematics specific context. Additional practical examples of mathematics problems and exercises make turning theory into practice easy when teaching ELLs New pedagogical elements in Part 3 include tips on harnessing new technologies, discussion questions and reflection points. New coverage of the Common Core State Standards, as well as updates to the web and print resources in Part 4.
Book Synopsis Supporting English Language Learners in Math Class, Grades K-2 by : Rusty Bresser
Download or read book Supporting English Language Learners in Math Class, Grades K-2 written by Rusty Bresser and published by Math Solutions. This book was released on 2009 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: An interactive resource designed to help schools implement effective instructional practices that create sustainable results for English language learners. These research-based materials assist educators with simultaneously developing students' mastery of mathematics and their academic language development.--from package.
Book Synopsis Teaching Math to Multilingual Students, Grades K-8 by : Kathryn B. Chval
Download or read book Teaching Math to Multilingual Students, Grades K-8 written by Kathryn B. Chval and published by Corwin Press. This book was released on 2021-01-07 with total page 317 pages. Available in PDF, EPUB and Kindle. Book excerpt: Using strengths-based approaches to support development in mathematics It’s time to re-imagine what’s possible and celebrate the brilliance multilingual learners bring to today’s classrooms. Innovative teaching strategies can position these learners as leaders in mathematics. Yet, as the number of multilingual learners in North American schools grows, many teachers have not had opportunities to gain the competencies required to teach these learners effectively, especially in disciplines such as mathematics. Multilingual learners—historically called English Language Learners—are expected to interpret the meaning of problems, analyze, make conjectures, evaluate their progress, and discuss and understand their own approaches and the approaches of their peers in mathematics classrooms. Thus, language plays a vital role in mathematics learning, and demonstrating these competencies in a second (or third) language is a challenging endeavor. Based on best practices and the authors’ years of research, this guide offers practical approaches that equip grades K-8 teachers to draw on the strengths of multilingual learners, partner with their families, and position these learners for success. Readers will find: • A focus on multilingual students as leaders • A strength-based approach that draws on students’ life experiences and cultural backgrounds • An emphasis on maintaining high expectations for learners’ capacity for mastering rigorous content • Strategies for representing concepts in different formats • Stop and Think questions throughout and reflection questions at the end of each chapter • Try It! Implementation activities, student work examples, and classroom transcripts With case studies and activities that provide a solid foundation for teachers’ growth and exploration, this groundbreaking book will help teachers and teacher educators engage in meaningful, humanized mathematics instruction.
Download or read book Apples to Manzanas written by and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: English Language Learners are a growing share of U.S. public school students yet little is known about their academic achievement. Previous literature has focused primarily on the effects of different English language tests and test modifications on ELL performance. In contrast, this paper asks the following questions: What school-level characteristics are related to average math achievement test scores for students tested in English? Are the same relationships found for students who are tested in Spanish? Essentially, this paper investigates how school characteristics affect math test scores of English learners compared with how those same characteristics affect traditional students. Using school-level data from Texas that includes both Spanish-language and English-language math assessment scores for 3rd, 4th and 5th grades, and employing both random effects and clustered models, this paper shows that these school characteristics explain very little of the variation in Spanish language test scores. It appears that none of the characteristics explored herein have the same affect on ELLs as they do on traditional English-fluent students. Differences are found in both standard errors and coefficient sizes. In addition, the R-squared values are much larger for the English models in all grades than for the Spanish language models. The largest differences in coefficients are found in the effect of percentage ELL students in a school, teacher experience, and the percent of economically disadvantaged students in a school. Finally, the event of a school meeting the state proficiency standard on the English language math assessment has a strong positive effect on the likelihood of meeting the state proficiency standard on the Spanish language math test.
Book Synopsis The Influential Factors of Math Achievement in Mathematically Promising English Language Learners by :
Download or read book The Influential Factors of Math Achievement in Mathematically Promising English Language Learners written by and published by . This book was released on 2013 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Making Math Accessible to English Language Learners (Grades 6-8) by : r4Educated Solutions
Download or read book Making Math Accessible to English Language Learners (Grades 6-8) written by r4Educated Solutions and published by Solution Tree Press. This book was released on 2011-12-30 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: Making Math Accessible for English Language Learners provides practical classroom tips and suggestions to strengthen the quality of classroom instruction for teachers of mathematics. The tips and suggestions are based on research in practices and strategies that address the affective, linguistic, and cognitive needs of English language learners.
Book Synopsis Teaching Common Core Math to English Language Learners by : Kelli Gannon
Download or read book Teaching Common Core Math to English Language Learners written by Kelli Gannon and published by . This book was released on 2017 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: The achievement gap that exists among English Language Learners (ELLs) and non-ELLs in America's secondary mathematics classrooms is steadily increasing. Moreover, teachers have higher numbers of ELLs in their classes every year, without the support or training to prepare for the instructional challenges this demographic shift brings. Overall trends in research indicate the need for awareness of this achievement gap, strategies to close the gap, and implementation of best practices in math classrooms. This mixed methods case study explores strategies Math teachers can deploy to close the achievement gap among both ELLs and non-ELLs in math; as well as, the implementation of best practices in their classrooms to help increase ELLs' math achievement. Classroom observations, teacher interviews, student surveys, and grade report data were collected from the co-taught Sheltered English (SE) Math 1 focus class. The findings from this study suggest that ELLs benefit in math achievement when enrolled in a co-teaching instructional setting with one Math and one English Language Development (ELD) teacher. The researcher recommends purposeful scheduling of co-taught math classes based on identifying ELLs whom would benefit the most from this supportive learning environment. Data collected and findings reported in this study could drive administrative decision making with great potential of a profound impact on the achievement of ELLs in math.
Book Synopsis Linguistic and Cultural Influences on Learning Mathematics by : Rodney R. Cocking
Download or read book Linguistic and Cultural Influences on Learning Mathematics written by Rodney R. Cocking and published by Routledge. This book was released on 2013-03-07 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: The combined impact of linguistic, cultural, educational and cognitive factors on mathematics learning is considered in this unique book. By uniting the diverse research models and perspectives of these fields, the contributors describe how language and cognitive factors can influence mathematical learning, thinking and problem solving. The authors contend that cognitive skills are heavily dependent upon linguistic skills and both are critical to the representational knowledge intimately linked to school achievement in mathematics.
Book Synopsis Making Math Accessible to English Language Learners (Grades 3-5) by : r4Educated Solutions
Download or read book Making Math Accessible to English Language Learners (Grades 3-5) written by r4Educated Solutions and published by Solution Tree Press. This book was released on 2011-12-30 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: Making Math Accessible for English Language Learners provides practical classroom tips and suggestions to strengthen the quality of classroom instruction for teachers of mathematics. The tips and suggestions are based on research in practices and strategies that address the affective, linguistic, and cognitive needs of English language learners.
Book Synopsis Integrating Reading Into Math Instruction by : Camelia A. Courtright
Download or read book Integrating Reading Into Math Instruction written by Camelia A. Courtright and published by . This book was released on 2017-02-23 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis English Language Learners in the Mathematics Classroom by : Debra Coggins
Download or read book English Language Learners in the Mathematics Classroom written by Debra Coggins and published by Corwin Press. This book was released on 2007-01-30 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen mathematical understandings and academic vocabulary with standards-based strategies! With straightforward language and examples, the authors help teachers develop specialized understanding and knowledge of strategies for supporting a high level of mathematics learning along with language acquisition for ELLs. Providing specific suggestions for teaching standards-based mathematics, this resource: Demonstrates how to incorporate ELL supports and strategies through sample lessons Uses concrete materials and visuals to connect mathematical concepts with language development Focuses on essential mathematical vocabulary Includes brief research summaries with rationales for recommended practices
Book Synopsis WWC Review of the Report "Accommodations for English Language Learner Students by : What Works Clearinghouse (ED)
Download or read book WWC Review of the Report "Accommodations for English Language Learner Students written by What Works Clearinghouse (ED) and published by . This book was released on 2012 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: The research described in this report is a randomized controlled trial in which seventh- and eighth-grade students were randomly assigned to complete a set of 25 math questions delivered with either standard language or language that had undergone "linguistic modification" by the research team. The purpose of the study was to assess the effects of using "linguistic modification" as a way of removing language barriers for English language learners and non-English language learners struggling with reading. Nearly 3,000 students from 13 middle schools in five school districts in California were randomly assigned to complete traditional math assessments or math assessments that had undergone "linguistic modification." Researchers then examined the results for three subgroups of students: Spanish-speaking English language learners (EL), non-English language learners who were not proficient in English language arts (NEP), and non-English language learners who were proficient in English language arts (EP). Comparisons were made between students who took the modified test and those who took the non-modified test. The study found a positive effect on math scores for students struggling with English who completed the "linguistic modification" item set relative to similar students who did not. The estimated six percentage-point gain on math achievement is statistically significant. The study found neither statistically significant nor substantively important differences for EP students who took the modified test, relative to those who did not. The research described in this report meets the What Works Clearinghouse (WWC) evidence standards without reservations. Appended are: (1) Study details; (2) Outcome measures for each domain; (3) Study findings for the mathematics achievement domain; and (4) Subgroup findings for the mathematics achievement domain. A glossary of terms is included. (Contains 6 tables and 5 endnotes.) [The following study is the focus of this "Quick Review": "Accommodations for English Language Learner Students: The Effect of Linguistic Modification of Math Test Item Sets. Final Report. NCEE 2009-4079" (ED510556).].
Book Synopsis Making Math Accessible to English Language Learners by : r4Educated Solutions
Download or read book Making Math Accessible to English Language Learners written by r4Educated Solutions and published by Solution Tree Press. This book was released on 1993-01-01 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: Turn your students’ lives around and reduce your own stress with practical techniques that focus on building positive relationships and shaping constructive classroom behavior. This book offers strategies for meeting the needs of difficult students and tea
