Analyzing Student Learning Gains to Evaluate Differentiated Teacher Preparation for Fostering English Learners' Achievement in Linguistically Diverse Classrooms
Bibliographic Data
| ID | 4309121 |
|---|---|
| Authors | Matthew Ryan Lavery (0000-0002-4208-7277, Bowling Green State University, Bowling Green, OH, USA, corresponding author), Joyce Nutta (0000-0002-5788-6362, University of Central Florida, Orlando, FL, USA), Alison Youngblood (Western Kentucky University, Bowling Green, KY, USA) |
| Year | 2019 |
| Volume | 70 |
| Issue | 4 |
| Pages | 372-387 |
| Publication date | 2019-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487117751400 |
| OpenAlex | W2783269629 |
| Language | EN |
| Citations received | 8 |
| References cited | 18 |
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
Certification · English language · Focus group · Language arts · Mathematics education · Pedagogy · Sociology · Teacher education · Teacher Preparation · The arts · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Teacher Education and Leadership Studies
Cultural Responsiveness and K-12 English Learners
Decentralization, teacher quality, and the education of English learners
Aligning Pre-Service and In-Service Teacher Professional Development to Support Multilingual Learners of English in Elementary Schools
Be(com)ing multilingual listeners
Teaching for a monolingual school? (In)visibility of multilingual perspectives in Swedish teacher education
Discourses on language teaching, language learning and linguistic diversity in teacher education
Fostering early career teachers' preparedness, self-efficacy and professional commitment
What Data and Measures Should Inform Teacher Preparation? Reclaiming Accountability
The Study of Second Language Acquisition
The Role of the Linguistic Environment in Second Language Acquisition
Using SAS PROC Mixed to Fit Multilevel Models, Hierarchical Models, and Individual Growth Models
The input hypothesis
Marginalizing English as a second language teacher expertise
Impact of a Large-Scale Science Intervention Focused on English Language Learners
A Hierarchical Model for Studying School Effects
| Unique citing works | 8 |
|---|---|
| Citations per year | 1 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |