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Working Towards Proficiency Investigation Of Reclassification And Growth Rates For High School English Learners In An Asset And Research Based English Learner Development Course
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Book Synopsis Working Towards Proficiency: Investigation of Reclassification and Growth Rates for High School English Learners in an Asset and Research-based English Learner Development Course by : Amy Correia
Download or read book Working Towards Proficiency: Investigation of Reclassification and Growth Rates for High School English Learners in an Asset and Research-based English Learner Development Course written by Amy Correia and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :National Academies of Sciences, Engineering, and Medicine Publisher :National Academies Press ISBN 13 :0309455405 Total Pages :529 pages Book Rating :4.3/5 (94 download)
Book Synopsis Promoting the Educational Success of Children and Youth Learning English by : National Academies of Sciences, Engineering, and Medicine
Download or read book Promoting the Educational Success of Children and Youth Learning English written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-08-25 with total page 529 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELsâ€"who account for more than 9 percent of enrollment in grades K-12 in U.S. schoolsâ€"are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.
Book Synopsis Does Reclassification Matter? An Examination of English Learner Status and High School Science Course-taking in One Washington State School District by : Anna Wheeler Van Windekens
Download or read book Does Reclassification Matter? An Examination of English Learner Status and High School Science Course-taking in One Washington State School District written by Anna Wheeler Van Windekens and published by . This book was released on 2019 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative study examines the science course-taking outcomes and patterns of reclassified English learner (EL) students-a relatively large, yet often overlooked and not fully understood, sub-group. Inspired by the question, "Does reclassification out of English learner status matter for science course-taking?", and the concept of opportunity to learn (OTL), I explore the relationship between reclassification before high school and access to and performance in rigorous, college-preparatory science course-taking in one urban district located in Washington State-a single-criterion reclassification policy context which represents the most common reclassification policy profile across U.S. states. Drawing on panel data from one cohort of students (N = 2,477), I employee descriptive and inferential statistical techniques to answer four research questions comparing the demographics, academic achievement, and rates of access to and performance in different science course tracks of three mutually-exclusive student subgroups: Reclassified ELs (N = 362), Still ELs (N = 227), and Never ELs (N = 1,888). Of most interest are the subgroups' descriptive rates and predicted probabilities of achieving two important science course-taking milestones by the end of high school, and of enrolling in a college or university within one year of high school graduation. Descriptive results confirmed that Reclassified ELs in the district performed very well academically, often better than their Never EL peers, and always better than their Still EL peers. At the same time, by failing to meet the minimum college eligibility requirements for science course-taking, more than three of every ten Still ELs (36%) who attended all four years of high school in the district and successfully made it to Grade 12 were nonetheless apparently ineligible for admission to Washington State four-year public colleges and universities (compared to 13% of Reclassified ELs and 15% of Never ELs). Still ELs also experienced disproportionally high rates of exclusionary tracking, with almost a quarter (23%) not enrolled in any science class in Grade 9 (compared to 4% of Reclassified ELs and 8% of Never ELs). Multilevel models controlling for select student- and school-level factors indicated that Reclassified EL status was positively associated (p
Download or read book English 3D written by Kate Kinsella and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: English 3D was designed to accelerate language development for English learners who have agility with social interactional English while lacking the advanced linguisitic knowledge and skills required by complex coursework in school. English 3D propels students to higher language proficiency through a consistent series of lessons derived from research-based principles and classroom-tested practices that maximize students' verbal and written engagement with conceptually rigorous content.--Teaching Guide Course A, Volume 1, Overview p. T10.
Book Synopsis Dual Language Education by : Kathryn J. Lindholm-Leary
Download or read book Dual Language Education written by Kathryn J. Lindholm-Leary and published by Multilingual Matters. This book was released on 2001-01-01 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual language education is a program that combines language minority and language majority students for instruction through two languages. This book provides the conceptual background for the program and discusses major implementation issues. Research findings summarize language proficiency and achievement outcomes from 8000 students at 20 schools, along with teacher and parent attitudes.
Book Synopsis Closing the Achievement Gap by : Yvonne S. Freeman
Download or read book Closing the Achievement Gap written by Yvonne S. Freeman and published by Heinemann Educational Books. This book was released on 2002 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Struggling older English learners pose a real challenge for educators. Some of these students are new arrivals with limited or interrupted schooling. Others have been in and out of ESL and bilingual programs in this country since kindergarten, but have never succeeded academically. How can teachers help older students who lack academic content knowledge and English language proficiency catch up with their classmates? Yvonne and David Freeman provide four research-based keys for closing the achievement gap. three teachers have put this theory into practice to reach their older English learners. These teachers organize curriculum around themes, use predictable classroom routines, and scaffold instruction in a variety of ways. The clear examples from their classes will help other teachers implement effective practices for their older English learners. Closing the Achievement Gap features: the four keys for school success for older English learners clear distinctions among the types of older English learners in our schools with examples of students from each category a thorough discussion of the kinds of language proficiency older English learners need a review of the latest research on effective practices for older English learners detailed descriptions from the classrooms of three teachers, including thematic units they have developed, their daily routines, and the strategies they use to scaffold instruction professional extension activities to help readers apply the information in this book to their own educational settings. For teachers and teacher educators, program directors, resource personnel, and administrators, this book offers both the research and practice schools need to develop effective programs to educate struggling older English learners.
Author :National Academies of Sciences, Engineering, and Medicine Publisher :National Academies Press ISBN 13 :0309479088 Total Pages :345 pages Book Rating :4.3/5 (94 download)
Book Synopsis English Learners in STEM Subjects by : National Academies of Sciences, Engineering, and Medicine
Download or read book English Learners in STEM Subjects written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2019-01-28 with total page 345 pages. Available in PDF, EPUB and Kindle. Book excerpt: The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries. English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives examines the research on ELs' learning, teaching, and assessment in STEM subjects and provides guidance on how to improve learning outcomes in STEM for these students. This report considers the complex social and academic use of language delineated in the new mathematics and science standards, the diversity of the population of ELs, and the integration of English as a second language instruction with core instructional programs in STEM.
Book Synopsis Preventing Long-Term ELs by : Margarita Espino Calderon
Download or read book Preventing Long-Term ELs written by Margarita Espino Calderon and published by Corwin Press. This book was released on 2010-10-22 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Offers invaluable resources for teachers and administrators taking a proactive approach to eliminating the subgroup of long-term English learners." —Yee Wan, Multilingual Programs Coordinator Santa Clara County Office of Education, San Jose, CA "This book encapsulates a serious call to action: challenging leaders and educators to forge bold yet eminently practical pathways toward high-quality, evidence-based systematic instruction." —Virginia R. Champion, Senior Education Specialist Region One Education Service Center, Edinburg, TX 10 keys to keeping English learners from falling through the cracks Students who struggle with academic English are likely to struggle with academic content throughout their school years. This practical guidebook′s 10 components for success will help educators at all levels close this achievement gap. Best-selling authors Margarita Espino Calderón and Liliana Minaya-Rowe provide step-by-step instructions for integrating vocabulary and writing across the curriculum to improve students′ learning. Key features include: A clearly articulated, evidence-based professional development program for teaching diverse English language learners effectively Coverage of a variety of program types Research-based tools for improving instruction and measuring learning progressions Methods for implementing an EL program while meeting core standards and content objectives Inside are studies from a principal and superintendent and an array of assessment tools, checklists, and resources to guide you through the improvement process and establish a meaningful accountability system for the benefit of teachers, administrators, parents, and students.
Book Synopsis Modeling Associations of English Proficiency and Working Memory with Mathematics Growth by : Garret James Hall
Download or read book Modeling Associations of English Proficiency and Working Memory with Mathematics Growth written by Garret James Hall and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although mathematics development research has become more prominent in the school psychology literature in recent years, a large research gap in this area exists regarding English language learners (ELLs). Significant research in education, cognitive science, and psychology has been devoted to understanding the links between language and mathematics, but the developmental factors that predict stability and change in mathematics skill development among ELLs are less clear. In one study, I investigated growth and change among ELLs compared to English-proficient student (EPS) peers using latent change score modeling to detect differences in interindividual and intraindividual change across language proficiency groups. I also examined the extent to which working memory differentially predicts mathematics change trends and patterns across language groups. In a second study, I closer examined the processes of mathematics development among ELLs by investigating the presence of heterogeneous, unobserved growth trajectories; whether development of English language proficiency (ELP) predicts mathematics growth patterns; and the interaction between working memory and language proficiency gains in predicting later mathematics growth. Results from Study 1 suggested that ELLs and their English-proficient peers change similarly across time though at different levels of performance. Additionally, kindergarten working memory operated similarly in predicting growth parameters among both ELL and EPS subpopulations. Findings from Study 2 are suggestive of a single highly variable growth trajectory among ELLs. Although working memory uniquely predicted mathematics developmental patterns, interactions between working memory and English proficiency gains were not predictive of later mathematics level or change pattern. However, gains in English early reading skills (arguably one domain of ELP) uniquely and positively predicted later mathematics performance level, although that advantage was partially offset by a prediction of decelerating mathematics growth through fourth grade. Theoretical and practical applications for research involving ELLs in the context of RTI, future directions, and limitations are discussed.
Book Synopsis ELL Shadowing as a Catalyst for Change by : Ivannia Soto
Download or read book ELL Shadowing as a Catalyst for Change written by Ivannia Soto and published by Corwin Press. This book was released on 2012-02-29 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book helps teachers understand the classroom experience from the english-language learner's viewpoint.
Book Synopsis Latino Civil Rights in Education by : Anaida Colon-Muniz
Download or read book Latino Civil Rights in Education written by Anaida Colon-Muniz and published by Routledge. This book was released on 2015-10-05 with total page 251 pages. Available in PDF, EPUB and Kindle. Book excerpt: Latino Civil Rights in Education: La Lucha Sigue documents the experiences of historical and contemporary advocates in the movement for civil rights in education of Latinos in the United States. These critical narratives and counternarratives discuss identity, inequality, desegregation, policy, public school, bilingual education, higher education, family engagement, and more, comprising an ongoing effort to improve the conditions of schooling for Latino children. Featuring the perspectives and research of Latino educators, sociologists, historians, attorneys, and academics whose lives were guided by this movement, the book holds broad applications in the study and continuation of social justice and activism today.
Download or read book Update 2002-2004 written by Paul Warren and published by . This book was released on 2006 with total page 14 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Language Demands of School by : Alison L. Bailey
Download or read book The Language Demands of School written by Alison L. Bailey and published by Yale University Press. This book was released on 2007-01-01 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Language Demands of School is an edited volume describing an extensive empirical base for academic English testing, instruction and professional development. The chapters comprise empirical research by Bailey and colleagues at the National Center for Research on Evaluation, Standards, Student Testing (CRESST) at UCLA, and invited contributions by practitioners in the fields of language policy, testing and instruction. The central focus of the chapters is the research conducted by CRESST over the last two years in an attempt to document the academic English language demands placed on school-age learners of English. The three additional chapters give the perspectives of a policy-maker at the state level, test developers, and practitioners. The Language Demands of School fills a gap in the current literature by addressing the kind(s) of English required of K-12 English Learner students from an evidence-based perspective. This is timely given the broader context of the No Child Left Behind Act of 2001, which has prompted school systems to identify English language proficiency tests to meet the federal mandate. One of the problems that has surfaced in the search for English language tests for K-12 English Learner students is the inadequacy of existing research on the development of the academic English language skills that all students—both English Learner and native English-speaking—need to be successful in the school setting. The Language Demands of School is devoted to exploring this topic and to presenting research that illuminates both the questions and the answers.
Book Synopsis Educating English Language Learners by : Fred Genesee
Download or read book Educating English Language Learners written by Fred Genesee and published by Cambridge University Press. This book was released on 2006-01-16 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book provides a review of scientific research on the learning outcomes of students with limited or no proficiency in English in U.S. schools. Research on students in kindergarten to grade 12 is reviewed. The primary chapters of the book focus on these students' acquisition of oral language skills in English, their development of literacy (reading & writing) skills in English, instructional issues in teaching literacy, and achievement in academic domains (i.e., mathematics, science, and reading). The reviews and analyses of the research are relatively technical with a focus on research quality, design characteristics, and statistical analyses. The book provides a set of summary tables that give details about each study, including full references, characteristics of the students in the research, assessment tools and procedures, and results. A concluding chapter summarizes the major issues discussed and makes recommendations about particular areas that need further research.
Book Synopsis Examining the Relationship Between Academic Achievement and English Language Proficiency by : Cynthia Grant Hyacinth
Download or read book Examining the Relationship Between Academic Achievement and English Language Proficiency written by Cynthia Grant Hyacinth and published by . This book was released on 2020 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: English language learners continue to be a growing demographic in American schools. Despite this, linguistically diverse students’ academic achievement continues to lag behind their native English-speaking counterparts. Historically, language proficiency measures have measured language proficiency in terms of social English, neglecting the importance of academic language development. Using Cummins’ threshold hypothesis as a framework for distinguishing social English development from academic language development, language proficiency assessments and standardized assessments focused on reading achievement were examined. The purpose of this quantitative, correlational study was to determine if a relationship exists between 5th grade English language learners scores on a state-mandated standardized assessment and a language proficiency exam that measures academic language development. The instruments used to conduct this study were the 5th Grade North Carolina End-of-Grade Reading Test and the World-Class Instructional Design and Assessment (WIDA) Assessing Comprehension and Communication in English State to State (ACCESS) language proficiency exam. Participant scores from a suburban school district in North Carolina during the 2018–2019 school year were used. The results from the study demonstrated there was a significant relationship between academic achievement as measured by the North Carolina EOG reading test and language proficiency as measured by the WIDA ACCESS exam for fifth-grade English language learners. Recommendations for further study include examining English language learners scores across a range of content areas.
Book Synopsis Using Understanding by Design in the Culturally and Linguistically Diverse Classroom by : Amy J. Heineke
Download or read book Using Understanding by Design in the Culturally and Linguistically Diverse Classroom written by Amy J. Heineke and published by ASCD. This book was released on 2018-07-11 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can today's teachers, whose classrooms are more culturally and linguistically diverse than ever before, ensure that their students achieve at high levels? How can they design units and lessons that support English learners in language development and content learning—simultaneously? Authors Amy Heineke and Jay McTighe provide the answers by adding a lens on language to the widely used Understanding by Design® framework (UbD® framework) for curriculum design, which emphasizes teaching for understanding, not rote memorization. Readers will learn the components of the UbD framework; the fundamentals of language and language development; how to use diversity as a valuable resource for instruction by gathering information about students’ background knowledge from home, community, and school; how to design units and lessons that integrate language development with content learning in the form of essential knowledge and skills; and how to assess in ways that enable language learners to reveal their academic knowledge. Student profiles, real-life classroom scenarios, and sample units and lessons provide compelling examples of how teachers in all grade levels and content areas use the UbD framework in their culturally and linguistically diverse classrooms. Combining these practical examples with findings from an extensive research base, the authors deliver a useful and authoritative guide for reaching the overarching goal: ensuring that all students have equitable access to high-quality curriculum and instruction.
Book Synopsis Essentials of Cross-Battery Assessment by : Dawn P. Flanagan
Download or read book Essentials of Cross-Battery Assessment written by Dawn P. Flanagan and published by John Wiley & Sons. This book was released on 2013-03-06 with total page 483 pages. Available in PDF, EPUB and Kindle. Book excerpt: The most up-to-date resource of comprehensive information for conducting cross-battery assessments The Cross-Battery assessment approach—also referred to as the XBA approach—is a time-efficient assessment method grounded solidly in contemporary theory and research. The XBA approach systematically integrates data across cognitive, achievement, and neuropsychological batteries, enabling practitioners to expand their traditional assessments to more comprehensively address referral concerns. This approach also includes guidelines for identification of specific learning disabilities and assessment of cognitive strengths and weaknesses in individuals from culturally and linguistically diverse backgrounds. Like all the volumes in the Essentials of Psychological Assessment series, Essentials of Cross-Battery Assessment, Third Edition is designed to help busy practitioners quickly acquire the knowledge and skills they need to make optimal use of psychological assessment instruments. Each concise chapter features numerous callout boxes highlighting key concepts, bulleted points, and extensive illustrative material, as well as test questions that help you to gauge and reinforce your grasp of the information covered. Essentials of Cross-Battery Assessment, Third Edition is updated to include the latest editions of cognitive ability test batteries , such as the WISC-IV, WAIS-IV, and WJ III COG, and special purpose cognitive tests including the WMS-IV and TOMAL-II. This book now also overs many neuropsychological batteries such as the NEPSY-II and D-KEFS and provides extensive coverage of achievement batteries and special purpose tests, including the WIAT-III, KM-3, WRMT-3 and TOWL-4. In all, this book includes over 100 psychological batteries and 750 subtests, all of which are classified according to CHC (and many according to neuropsychlogical theory. This useful guide includes a timesaving CD-ROM, Essential Tools for Cross-Battery Assessment (XBA) Applications and Interpretation, which allows users to enter data and review results and interpretive statements that may be included in psychological reports. Note: CD-ROM/DVD and other supplementary materials are not included as part of eBook file.
