Oregon State University Teachers Educating All Multilingual Students: Integrating Language Acquisition and Improving Outcomes for English Learner Students

Autor/inn/en	Greenberg Motamedi, Jason; Vazquez Cano, Manuel
Institution	Education Northwest; Oregon State University (OSU)
Titel	Oregon State University Teachers Educating All Multilingual Students: Integrating Language Acquisition and Improving Outcomes for English Learner Students
Quelle	(2022), (58 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Multilingualism; English Language Learners; COVID-19; Pandemics; Faculty Development; Program Descriptions; State Universities; English (Second Language); Second Language Learning; Second Language Instruction; Teacher Certification; Bilingual Education; Outcomes of Education; Comparative Analysis; School Districts; Elementary Secondary Education; Language Arts; Scores; Achievement Tests; Language Proficiency; Teacher Characteristics; Student Characteristics; Oregon + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Staatliche Universität; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Bilingual teaching; Bilingualer Unterricht; Lernleistung; Schulerfolg; School district; Schulbezirk; Sprachkultur; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Language skill; Language skills; Sprachkompetenz
Abstract	Teachers Educating All Multilingual Students (TEAMS) is a teacher professional development program at Oregon State University that culminates in an English for speakers of other languages endorsement and/or a dual language specialization. TEAMS is partially funded through an Office of English Language Acquisition National Professional Development grant from the U.S. Department of Education, and participants receive scholarships to cover tuition. This study explores whether TEAMS professional development had an impact on the academic outcomes of English learner students whose teachers participated in TEAMS. The study authors used a two-step matching procedure to identify a group of comparison teachers in TEAMS school districts who appeared likely to enroll in TEAMS. They then selected a subset of students who had statistically indistinguishable demographic characteristics, program enrollment, and academic achievement from TEAMS students. Due to complications related to the COVID-19 pandemic, reliable assessment data were only available for the academic year 2018/19. The study found that teachers' participation in TEAMS positively impacted English learner students' English language arts assessment outcomes. English language arts testing scores of English learner students taught by TEAMS teachers were 0.348 standard deviations higher than those of comparison students taught by comparison teachers. This difference is statistically significant and of moderate size, representing a 13.6 percentile point increase for an average English learner student. Teachers' participation in TEAMS had no impact on students' English language proficiency outcomes. (As Provided).
Anmerkungen	Education Northwest. 101 SW Main Street Suite 500, Portland, OR 97204-3213. Tel: 503-275-9519; Fax: 503-275-0458; e-mail: products@nwrel.org; Web site: http://educationnorthwest.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01