Early Evaluation Findings from the Instructional Conversation Study: Culturally Responsive Teaching Outcomes for Diverse Learners in Elementary School

Autor/inn/en	Portes, Pedro R.; González Canché, Manuel; Boada, Diego; Whatley, Melissa E.
Titel	Early Evaluation Findings from the Instructional Conversation Study: Culturally Responsive Teaching Outcomes for Diverse Learners in Elementary School
Quelle	In: American Educational Research Journal, 55 (2018) 3, S.488-531 (44 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831217741089
Schlagwörter	Elementary School Students; Culturally Relevant Education; Outcomes of Education; Intervention; Instructional Innovation; English Language Learners; Randomized Controlled Trials; Least Squares Statistics; Language Arts; Teaching Methods; Instructional Effectiveness; Grade 3; Grade 5; Standardized Tests; Equivalency Tests; Control Groups; Experimental Groups; Robustness (Statistics); Language Proficiency; Science Materials; Mathematics Achievement; Social Studies; Statistical Analysis; Regression (Statistics) + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Educational Innovation; Bildungsinnovation; Sprachkultur; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Standadised tests; Standardisierter Test; Widerstandsfähigkeit; Language skill; Language skills; Sprachkompetenz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Gemeinschaftskunde; Statistische Analyse; Regression; Regressionsanalyse
Abstract	This study explores preliminary results from a pedagogical intervention designed to improve instruction for all students, particularly emergent bilinguals in the United States (or English language learners). The study is part of a larger efficacy randomized controlled trial (RCT) of the Instructional Conversation (IC) pedagogy for improving the school achievement of upper elementary grade students. Standardized achievement student data were gathered from (N = 74) randomized teachers' classrooms. Preliminary ordinary least squares analyses of the intervention appear promising for English language arts in general. Limitations in baseline equivalency for students after teacher randomization are discussed along with strategies to overcome them and implications concerned with the education of all students, notably those whose parents speak languages other than English at home. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01