On the Effectiveness of Pop-Up English Language Glossary Accommodations for EL Students in Large-Scale Assessments

This study examined the effectiveness and influence on validity of a computer-based pop-up English glossary accommodation for English learners (ELs) in grades 3 and 7. In a randomized controlled trial, we administered pop-up English glossaries with audio to students taking a statewide accountability English language arts (ELA) and mathematics assessments. As is typically found, EL students exhibited lower achievement scores than non-EL students in all portions of the test. The pop-up glossaries provided inconsistent benefit for EL students. There was some evidence that the pop-up English glossaries had a minimal inhibitory effect for 3rd-grade students on both the ELA and mathematics assessment. Furthermore, 7th-grade ELs also showed slightly inhibited performance when using the pop-up glossary on the mathematics assessment. However, 7th-grade EL students had a performance benefit when using the pop-up glossary on the ELA assessment. We discuss how increased cognitive load placed on younger students may play a role in diminishing performance when using pop-up glossaries. We explore potential explanations for the difference outcomes between mathematics and ELA in grade 7.     

Evaluating Computer-Based Test Accommodations for English Learners

Test accommodations for English learners (ELs) are intended to reduce the language barrier and level the playing field, allowing ELs to better demonstrate their true proficiencies. Computer-based accommodations for ELs show promising results for leveling that field while also providing us with additional data to more closely investigate the validity and effectiveness of those accommodations. In this study, we evaluate differences across non-ELs and two EL groups in their decision to use either of two computer-based accommodations on high school history and math assessments. We also evaluate differences in response times across these groups. Results showed that ELs used accommodations more than non-ELs; however, many students did not use any accommodations, and use decreased as the assessment progressed. In addition, students had longer response time for items with accommodations in history but not mathematics. Recommendations for future research in accommodations for ELs are discussed.     

Practices more likely to occur in kindergarten mathematics teachers’ instruction when English learners are present

Considering the rising proportion of English learners (ELs) in general education, little is known about how this change in classroom composition relates to the frequency of instructional activities and skills. This study uses a multimodal perspective on learning mathematics in a multilingual context, which recognizes the diverse modes of communication that students draw on in mathematics classrooms. We examined national data using quantitative analyses and investigated the mathematics practices that were more likely to occur in kindergarten classrooms that did and did not have ELs. We found teachers reported greater frequency of manipulatives and count/calendar activities in mathematics instruction when there were EL students in the classroom. Teachers in classrooms with ELs also reported a greater frequency of mathematics content that involved teaching shapes and practical skills. The findings indicate that teachers tended towards a supportive multimodal approach to instruction when ELs were present.     

Creating and Sustaining Inclusive Instructional Settings for English Language Learners: Why,What, and How

In this article, we provide an empirically based framework for school leaders to support the replacement of separate means of providing services for English learners (ELs) with more inclusive learning supports. The framework encompasses evidence on cultivating language proficiency, ensuring access to a high-quality curriculum, and promoting sociocultural integration. To illustrate the ways that research has informed practice to better meet the needs of ELs, we also present initiatives by the Wisconsin Department of Public Instruction that have helped propel a vision of equity and diversity at both the school and district level. We conclude by providing additional resources that leaders can use to promote the professional growth of the school.     

Mainstream Teachers’ Implicit Beliefs about English Language Learners: An Implicit Association Test Study of Teacher Beliefs

Teacher attitudes toward inclusion of English Learners (ELs) in the mainstream classroom have primarily focused on explicit beliefs as accessed through observation, case studies, and self-report surveys. The authors explore implicit mainstream teacher beliefs about ELs using the newly created Implicit Association Test–EL, with correlations to explicit beliefs being made using the English-as-a-Second-Language (ESL) Students in Mainstream Classrooms: A Survey of Teachers’ Explicit Beliefs survey. Findings from the IAT–EL indicate a slightly negative implicit belief about ELs from 197 respondents. Implicit and explicit beliefs about ELs were not significantly correlated, which is in keeping with current Implicit Associate Test (IAT) literature.     

Representation visuals' impacts on science interest and reading comprehension of adolescent English learners

This experimental study explored the impact of representation + glossary label visuals on science outcomes in a sample of 174 Grade 7 English learners (ELs). Analysis of covariance results indicated that, regardless of English proficiency, ELs in both treatment and control conditions performed similarly on reading comprehension (p = .26) and triggered interest (p = .65) measures, with a trend in means favoring the no-visuals, control group. These findings suggest that, although recommended by the literature, representation + glossary label visuals for ELs may be associated with deleterious (seductive details) rather than beneficial (dual coding) effects. Additional research is needed on higher-level visuals (organization, interpretation, transformation) to identify visual accommodations most effective in supporting ELs' science learning. Regression analysis results indicated that triggered situational interest predicted science reading comprehension above and beyond English language proficiency, suggesting the importance of instructionally stimulating this interest type. Implications for theory and practice are discussed.     

Efficacy of a blended learning approach to elementary school reading instruction for students who are English Learners

U.S. Department of Education data continually indicate that students who are English Learners (ELs) underperform in reading compared to students who are not English Learners (non-ELs). This study examined whether a personalized, adaptive blended learning approach can support reading development in ELs and non-ELs. There were 442 ELs and 442 non-ELs matched on grade level, beginning-of-year aimsweb tier status, and placement level in the blended learning program (Lexia Reading Core5 ^®). After 1 year, both groups showed significant gains on aimsweb with no differences between groups for kindergarten, and second through fifth grade. In first grade, students who are ELs outperformed students who are non-ELs. For students who continued the blended learning program for 2 years, ELs and non-ELs showed similar changes in aimsweb tier status. Notable reduction in the percentage of students identified as at-risk for reading failure was found in both the EL and non-EL groups.     

Contextualising higher education assessment task words with an ‘anti-glossary’ approach

Key ‘generic’ assessment task words such as ‘discuss’ and ‘critically evaluate’ are integral to higher education assessment. Although sources such as study skills guides give generic decontextualised glossaries of these words, much research rightly argues for greater dialogue between students (particularly ‘non-traditional’ students) and lecturers to help students understand and use such words. This paper presents the results from ‘staged’ focus groups with lecturers and students from the UK and China that created a forum for such dialogue, where many of these words and their interpretations were talked about. Results show very different interpretations, informed by factors such as ‘language’, ‘culture’ and ‘subject’. We propose these factors be used in an ‘anti-glossary’ approach, which we describe here. This approach is not against glossaries per se, but counteracts the assumption that glossary definitions are explicit, and adopts a social constructivist contextualisation of the task words through teacher-led dialogue.     

English Learners’ Performance on a Measure of Dyslexia Risk

Many schools now screen students for dyslexia in early grades. However, there are valid concerns that these screeners may be biased or ineffective at screening students who are not yet proficient in English (i.e., English Learners; ELs). The present study examined the performance of 54 first graders on a dyslexia screener. Results showed that students who were ELs performed similarly to their peers who were proficient in English on many literacy subskills. Additionally, we found that EL students were not significantly more likely to be “flagged” as at risk for dyslexia. These findings have practical implications for using universal screeners to identify students, including students who are designated ELs, as being at risk for learning disabilities, including dyslexia.     

‘Come in with an open mind’: changing attitudes towards mathematics in primary teacher education

Background: The relationship between attitudes and behaviour has led to a focus on the role played by attitudes in the teaching and learning of mathematics.

Purpose: This paper reports on an investigation into student teachers’ self-reported attitudes towards mathematics in the context of a mathematics education programme. The programme had been developed by the authors in response to a new, reformed four-year undergraduate initial teacher education (ITE) for primary teachers in Ireland. The authors aimed to use the feedback to evaluate and develop the course further.

Sample: We report on the attitudes of 345 pre-service primary teachers enrolled in a four-year undergraduate ITE programme. 281 of these participants had matched survey data before and after participating in the mathematics education programme.

Method and Design: Four evaluation criteria were used as a conceptual framework for the evaluation of the mathematics education programme. A multi-method approach was taken in investigating the students’ attitudes to mathematics by using a scale as a quantitative measure of attitude alongside open-ended survey items that provided qualitative insights into changes in attitudes.

Results and conclusions: Results from the survey data suggested overall that the participants’ attitudes towards mathematics were more positive after they had experienced the mathematics education programme. Overall, the written responses suggested that according to self-reportage, participants perceived that participation in the mathematics education programme had affected their attitudes towards mathematics positively. Comments indicated that the ‘small group’ tutorial structure was particularly well received and was associated with opportunities to actively engage, explore, interact and reflect. Suggestions offered by the participants will be used to inform planning and development of the mathematics programme.     

Measuring Attitudinal Change in Mathematics and English Over the 1st Year of Junior High School: A Multidimensional Analysis

Changes in student self- and task evaluations, subjective valuation, and achievement behavior in mathematics and English over the 1st year of junior high form the basis of this study. The transition to junior high has been found to negatively affect students' self-concept and subjective valuation in mathematics and English, but previous research has not addressed changes in task evaluations and achievement behaviors. Gender and level of academic achievement effects are also relevant to the nature of changes in student attitudes. The participants (N =400) were from 3 coeducational Australian government schools in metropolitan Sydney of comparable socioeconomic status. When changes in perceptions occurred, they were negative, and gender differences favored boys in mathematics and girls in English. However, the nature and extent of change was dependent on school and level of achievement.     

A Study of Early Childhood Mathematics Teaching in the United States and China

Research Findings: The present study involved using a questionnaire to investigate the mathematics teaching practices of 74 U.S. and 67 Chinese early childhood teachers. Quantitative and qualitative analyses yielded several key findings. First, U.S. teachers are less intentional in mathematics teaching than their Chinese counterparts. Specifically, 27% of the U.S. participants did not set any goals for mathematics, and 20% did not use a curriculum or any resources. In contrast, 3% of the Chinese participants fell into each of these categories. Second, early childhood mathematics content in the United States appears to be broader and less differentiated by age group than in China. Lastly, emerging curriculum (mathematics learning that emerges from children's play, activities, and routines) is the prevailing approach for 3- and 4-year-olds in the United States. In comparison, mathematics-specific teaching is the primary, but not sole, form of instruction in China. Practice or Policy: These findings have important implications for implementing the Common Core mathematics standards in the early years.     

English Learner Curricular Streams in Four Middle Schools: Triage in the Trenches

Little is known about the curricular experiences schools provide English learner students (ELs) to meet the dual goals of attaining English language proficiency (ELP) and grade-level achievement. I introduce the concept of Curricular Streams to provide a more nuanced comparative analysis of four urban middle schools, focusing on: (a) the extent to which they provided English language development (ELD) instruction and access to the core and full curriculum; and (b) the relative emphasis on ELP versus core academic content, remediation versus acceleration, and isolation versus integration of ELs with non-EL peers. I situate the Curricular Streams within the schools’ broader cultures and practices. The results reveal local definitions of EL status and wide variation in EL Curricular Streams: One school emphasized ELP and remediation over access to the core. Another integrated ELs more quickly into mainstream courses, yet its remediation emphasis limited access to the core. The third provided more access, but isolated ELs. The fourth provided more access to the core, accelerated ELD, and eschewed interventions. The evidence suggests that schools are groping for solutions and it raises questions about the efficacy of EL state policy that relies on local control for interpretation. I provide implications for research, policy, and practice and hypotheses about the characteristics of Curricular Streams and school cultures that might increase ELs’ opportunity to learn and achieve the dual goals.     

Factors Influencing Preservice Teachers’ Self-Efficacy in Addressing Cultural and Linguistic Needs of Diverse Learners

Abstract

How preservice teachers perceive their readiness to work with diverse learners can indicate their future success in the classroom. Using self-efficacy theory as a conceptual base, this study examined what factors contribute to preservice teachers’ self-efficacy level in addressing English Learners’ (ELs) cultural and linguistic needs, while adopting a multi-method design. Data sources included a self-efficacy survey of a group of preservice teachers, written rationales for their self-efficacy ratings, and suggestions for improving their self-efficacy. Data analyses revealed that the preservice teachers lacked self-efficacy in communicating with ELs while showing high self-efficacy in employing different learning modalities. In addition, direct exposure through field and/or life experiences and curriculum emphasis were identified as key factors. Findings further illuminate the preservice teachers’ incongruent understandings of mainstream school culture versus ELs’ cultures, the role of culture in academic versus social and emotional domains, and lack of interconnectedness between academic excellence and cultural competency.     

Stimulating the imaginative capacities of agricultural extension students

Purpose: To address the dynamic challenges associated with developing a globally sustainable society, numerous scholars have stressed the need to cultivate the imagination of agricultural students. This study aimed to explore how pictorial representations stimulate the imaginative capacities of agricultural extension students. Design/methodology/approach: We adopted a focus group method that enabled in-depth discussions amongst selected participants. Three focus group discussions were held with 15 student participants in Taiwan. Regarding the pictorial representations, a series of works from three great artists were selected, namely Jean-François Millet, Pablo Picasso and Joan Miró. The works were chosen. Findings: The results indicated that different indicators of imaginative capacities were stimulated by different types or combinations of pictorial representations. For example, realistic visual stimuli were beneficial for cultivating student intuition of problem solving. The atmosphere and colour of visual stimuli affected student sensibilities. The abstract stimuli and remote analogues were beneficial in generating original ideas and breaking design fixations. These stimulations occurred largely according to encountering problems and project needs. Practical implications: These findings can assist agricultural educators in developing imaginative curricula and instructional strategies and might increase students’ creative performance. Originality/value: This research provides intriguing insights into the complexities of human imagination. First, the present study developed a novel approach to assess how pictorial representations stimulate the imaginative-capacity indicators of agricultural extension students. Our results indicated that various indicators were stimulated by various types or combinations of pictorial representations, and how and why these stimulations occurred largely depended on design problems and project needs.     

Literacy Instruction in Multiple‐Language First‐Grade Classrooms: Linking Student Outcomes to Observed Instructional Practice

This study examined literacy instruction in 14 first‐grade classrooms of English learners (ELs) in three schools in a large urban school district in southern California over a two‐year period. Pre‐ and posttest measures of oral‐reading fluency for 186 first graders, representing 11 native languages, were the outcome data. Reading‐fluency data were examined in reference to ratings of literacy practices using the English Learners Classroom Observation Instrument (ELCOI). Results indicated a moderately strong correlation (r= 0.65) between ELCOI rating and gain in oral‐reading fluency at the end of first grade. We report patterns of ELs who read below the oral‐reading fluency benchmark thresholds and patterns of students who were ultimately labeled with learning disabilities. Instructional practices of teachers rated “high” and “low” are discussed. Educational implications and recommendations for future research are discussed.     

Young Spanish-English speaking children’s reading attitudes in relation to language skills

Background: Reading attitudes are recognised as an influencing factor on the language and literacy achievement of school age monolingual English-speaking children. The relationship between reading attitudes and achievement in young Spanish-speaking English Learners (ELs) remains understudied.

Purpose: The aim of the current study was to describe reading attitudes of young Spanish-speaking ELs and to examine the relationship between attitudes and language performance.

Method: The investigators utilised the Elementary Reading Attitudes Survey (ERAS) with 204 participants: 100 ELs in kindergarten and 104 in first grade. Investigators administered standardised measures of language and literacy performance. Correlational analyses were conducted to examine the relationship between attitudes and performance on language assessments.

Findings: Significant mean differences were observed between girls and boys, with girls showing more positive attitudes towards recreational reading. Phonological awareness skills showed a significant strong correlation with academic reading attitudes for children in kindergarten. Spanish receptive vocabulary showed significant positive correlation with reading attitudes. No significant grade differences were found in overall mean reading attitudes.

Conclusions: Overall, students in both grades demonstrated generally positive attitudes towards reading, despite potential language barriers. Findings substantiate a positive relationship between reading attitudes and receptive vocabulary, and phonological awareness skills in young children.     

Teaching efficacy: exploring relationships between mathematics and science self-efficacy beliefs,PCK and domain knowledge among preservice teachers from the United States

This mixed-methods study investigated the relationships among preservice teachers’ efficacy beliefs, pedagogical content knowledge (PCK) and their domain knowledge (DK) as related to mathematics and science teaching. Quantitative results revealed that participants’ PCK was significantly correlated with their mathematics and science efficacy beliefs. Additionally, participants’ mathematics and science DK did not predict their mathematics and science personal efficacy beliefs, however, their PCK score predicted participants’ outcome expectancies. Interview analysis revealed five inter-related key themes, labeled as: Previous academic experiences, Mathematics and science PCK beliefs, Personal efficacy, Outcome expectancies and Emotions. These common themes describe participants’ views of their quality teacher training and thinking about planned instruction. Educational implications are discussed in relationship with study findings.     

Undergraduate Students’ Conceptions of Mathematics: An International Study

In this paper, we report on an international study of undergraduate mathematics students’ conceptions of mathematics. Almost 1,200 students in five countries completed a short survey including three open-ended questions asking about their views of mathematics and its role in their future studies and planned professions. Responses were analysed starting from a previously-developed phenomenographic framework (Reid et al., 2003) which required only minor modification. Students’ conceptions of mathematics ranged from the narrowest view as a focus on calculations with numbers, through a notion of mathematics as a focus on models or abstract structures, to the broadest view of mathematics as an approach to life and a way of thinking. Broader conceptions of mathematics were more likely to be found in later-year students (p<0.001) and there were significant differences between universities (p<0.001). The information obtained from the study not only confirms previous research, but also provides a basis for future development of a monitoring questionnaire.