Sage Journals: Discover world-class research

Abstract

Researchers compared pre/post classroom assessment scores of n = 8,326 K-12 students taught by n = 288 teacher candidates to determine if a differentiated teacher education program prepared them to support English learners’ (ELs) achievement in classrooms including native and nonnative speakers of English. Candidates in Group 1 comprised academic subject (secondary mathematics, science, and social studies) teacher candidates, who completed six teacher preparation courses with 15 key assignments that included a focus on ELs. Certification areas for Group 2 candidates include language arts instruction (elementary, early childhood, and secondary English language arts). Group 2 candidates completed from 12 to 15 courses with 41 to 50 key assignments that included a focus on ELs. Results indicate that teacher candidates in both groups helped narrow the gap between ELs and non-ELs from pretests to posttests. ELs performed no differently when taught by candidates from either group. Implications for teacher preparation are discussed.

Keywords

preservice teacher education language learners TESOL school/teacher effectiveness HLM (hierarchical linear modeling)

Get full access to this article

View all access options for this article.

References

Ballantyne

K. G.

Sanderman

A. R.

Levy

(2008). Educating English language learners: Building teacher capacity. Washington, DC: National Clearinghouse for English Language Acquisition. Retrieved from http://www.ncela.us/publications

Cohen

(1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Lawrence Erlbaum.

Common Core State Standards Initiative. (2015). English language arts standards. Retrieved from http://www.corestandards.org/ELA-Literacy/

Education Commission of the States. (2014). What ELL training, if any, is required of general classroom teachers? Retrieved from http://ecs.force.com/mbdata/mbquestNB2?rep=ELL1415

Ellis

(2008). The study of second language acquisition (2nd ed.). Oxford, UK: Oxford University Press.

Enders

C. K.

Keller

B. T.

Levy

(2017). A fully conditional specification approach to multilevel imputation of categorical and continuous variables. Psychological Methods. Advance online publication. doi:10.1037/met0000148

Fan

Felsovalyi

Sivo

S. A.

Keenan

S. C.

(2002). SAS® for Monte Carlo studies: A guide for quantitative researchers. Cary, NC: SAS Institute.

Florida Department of Education. (2011). Technical assistant for teacher preparation: Meeting the needs of English language learners (ELL) in Florida. Retrieved from http://www.fldoe.org/core/fileparse.php/7719/urlt/0071749-mnellf.pdf

Florida Department of Education. (2013). English language learners (Series 2013-09D, Data Report). Tallahassee, FL: Education Information & Accountability Services.

10.

Florida Department of Education. (2010). Florida teacher standards for ESOL endorsement. Retrieved from http://education.fiu.edu/docs/esol_standards.pdf

11.

Gamel

N. N.

Tallmadge

G. K.

Wood

C. T.

Binkley

J. L.

(1975). State ESEA Title I reports: Review and analysis of past reports, and development of a model reporting system and format. Retrieved from http://eric.ed.gov/?id=ED118684

12.

Gass

Mackey

(2006). Input, interaction, and output: An overview. AILA Review, 19, 3-17. doi:10.1075/aila.19.03

13.

Hamilton

Halverson

Jackson

S. S.

Mandinach

Supovitz

J. A.

Wayman

J. C.

(2009). Using student achievement data to support instructional decision making (IES practice guide, NCEE 2009-4067). Retrieved from http://eric.ed.gov/?id=ED506645

14.

Harper

de Jong

Platt

(2008). Marginalizing English as a second language teacher expertise: The exclusionary consequence of No Child Left Behind. Language Policy, 7, 267-284. doi:10.1007/s10993-008-9102-y

15.

Henning

J. E.

Kohler

F. W.

Robinson

V. L.

Wilson

(2009). Improving teacher quality: Using the teacher work sample to make evidence-based decisions. Lanham, MD: Rowman & Littlefield Education.

16.

International Literacy Association. (2015). Collaborating for success: The vital role of content teachers in developing disciplinary literacy with students in grades 6-12 [Position statement]. Retrieved from http://literacyworldwide.org/docs/default-source/where-we-stand/ccss-disciplinary-literacy-statement.pdf?sfvrsn=8

17.

Keller

B. T.

Enders

C. K.

(2017). Blimp software manual (Version Beta 6.8). Los Angeles, CA. Retrieved from http://www.appliedmissingdata.com/blimpuserguide-4.pdf

18.

Konstantopoulos

(2014). Teacher effects, value-added models, and accountability. Teachers College Record, 116(1). Retrieved from http://www.tcrecord.org/content.asp?contentid=17290

19.

Krashen

(1985). The input hypothesis: Issues and implications. New York, NY: Longman.

20.

Kupermintz

(2003). Teacher effects and teacher effectiveness: A validity investigation of the Tennessee Value Added Assessment System. Educational Evaluation and Policy Analysis, 25, 287-298. doi:10.2307/3699496

21.

Langman

(2003). The effect of ESL-trained content-area teachers: Reducing middle-school students to incidental language learners. Prospect, 18(1), 14-26.

22.

Lara-Alecia

Tong

Irby

B. J.

Guerrero

Huerta

Fan

(2012). The effect of an instructional intervention on middle school English learner’s science and English reading achievement. Journal of Research in Science Teaching, 49(8), 987-1011.

23.

Lavery

M. R.

(2012). TWS GraphMaker [Computer software]. Orlando, FL: M. R. Lavery.

24.

Lavery

M. R.

(2017, May). Using aggregate unit pre/post assessment results across classrooms: A Monte Carlo study proof of concept in program evaluation. Paper presented at the Modern Modeling Methods Conference, Storrs, CT.

25.

League of United Latin American Citizens v. Florida Department of Education. (1990). Retrieved from http://www.fldoe.org/core/fileparse.php/7582/urlt/Consent-Decree.pdf

26.

Little

R. J. A.

Rubin

D. B.

(2002). Statistical analysis with missing data (2nd ed.). Hoboken, NJ: John Wiley & Sons. doi:10.1002/9781119013563

27.

Llosa

Lee

Jian

Haas

O’Conner

Van Booven

C. D.

Kieffer

M. J.

(2016). Impact of large-scale science intervention focused on English language learners. American Educational Research Journal, 53(2), 395-424. doi:10.3102/0002831216637348

28.

Long

(1996). The role of linguistic environment in second language acquisition. In Ritchie

Bhatia

(Eds.), The new handbook of second language acquisition (pp. 413-468). San Diego, CA: Academic Press.

29.

Lucas

(2011). Teacher preparation for linguistically diverse classrooms: A resource for teacher educators. New York, NY: Routledge.

30.

McCaffrey

D. F.

Lockwood

J. R.

Koretz

Louis

T. A.

Hamilton

(2004). Models for value-added modeling of teacher effects. Journal of Educational and Behavioral Statistics, 29(1), 67-101. doi:10.2307/3701307

31.

McGraner

K. L.

Saenz

(2009). Preparing teachers of English language learners. Washington, DC: National Comprehensive Center for Teacher Quality.

32.

Meng

X.-L.

Rubin

D. B.

(1992). Performing likelihood ratio tests with multiply-imputed data sets. Biometrika, 79(1), 103-111. doi:10.2307/2337151

33.

National Center for Education Statistics. (2015a). The condition of education 2015, English Language Learners (NCES 2015-144). Washington, DC: U.S. Department of Education, Institute of Education Sciences. Retrieved from https://nces.ed.gov/programs/coe/pdf/coe_cgf.pdf

34.

National Center for Education Statistics. (2015b). Nation’s report card: Mathematics 2015. Washington, DC: U.S. Department of Education, Institute of Education Sciences. Retrieved from https://www.nationsreportcard.gov/reading_math_2015/#?grade=8

35.

National Center for Education Statistics. (2015c). Nation’s report card: Reading 2015. Washington, DC: U.S. Department of Education, Institute of Education Sciences. Retrieved from https://www.nationsreportcard.gov/reading_math_2015/#?grade=8

36.

National Clearinghouse for English Language Acquisition. (2008). Educating English language learners: Building teacher capacity roundtable report Vol. III. State requirements for pre-service teachers of ELLs. Retrieved from http://www.ncela.us/publications

37.

Nutta

J. W.

Mokhtari

Strebel

(2012). Preparing every teacher to reach English learners: A practical guide for teacher educators. Cambridge, MA: Harvard Education Press.

38.

Nutta

J. W.

Mokhtari

Strebel

Mihai

Crevecoeur-Bryant

(2014). Educating English learners: What every classroom teacher needs to know. Cambridge, MA: Harvard Education Press.

39.

Raudenbush

Bryk

A. S.

(1986). A hierarchical model for studying school effects. Sociology of Education, 59(1), 1-17.

40.

Rosselli

Girod

Brodsky

(Eds.). (2011). Connecting teaching and learning: History, evolution, and case studies of teacher work sample methodology. Lanham, MD: Rowman & Littlefield.

41.

Samson

J. F.

Collins

B. A.

(2012). Preparing all teachers to meet the needs of English language learners: Applying research to policy and practice for teacher effectiveness. Washington, DC: Center for American Progress.

42.

Santau

A. O.

Maerten-Rivera

J. L.

Huggins

A. C.

(2011). Science achievement of English language learners in urban elementary schools: Fourth-grade student achievement results from a professional development intervention. Science Education, 95, 771-793.

43.

Saunders

Goldenberg

Marcelletti

(2013). English language development: Guidelines for instruction. American Educator, 37(2), 13-25.

44.

Singer

J. D.

(1998). Using SAS PROC MIXED to fit multilevel models, hierarchical models, and individual growth models. Journal of Educational and Behavioral Statistics, 23(4), 323-355. doi:10.3102/10769986023004323

45.

Snijders

T. A. B.

Bosker

R. J.

(1999). Multilevel analysis: An introduction to basic and advanced multilevel modeling. London, England: SAGE.

46.

Swain

(1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In Gass

Madden

(Eds.), Input in second language acquisition (pp. 165-179). Rowley, MA: Newbury House.

47.

University of North Carolina. (2011). Measurements and error analysis. Retrieved from https://www.dartmouth.edu/~chemlab/info/resources/uncertain.html

48.

Vogt

W. P.

Gardner

D. C.

Haeffele

L. M.

(2012). When to use what research design. New York, NY: Guilford Press.

49.

Wright

White

J. T.

Sanders

W. L.

Rivers

J. C.

(2010). SAS® EVAAS® statistical models. Cary, NC: SAS Institute. Retrieved from http://www.sas.com/resources/asset/SAS-EVAAS-Statistical-Models.pdf

50.

Yen

W. M.

Candell

G. L.

(1991). Increasing score reliability with item-pattern scoring: An empirical study in five score metrics. Applied Measurement in Education, 4(3), 209-228.

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.00 MB

0.12 MB