Improving Young English Learners' Language and Literacy Skills Through Teacher Professional Development: A Randomized Controlled Trial
Using a randomized controlled trial, we tested a new teacher professional development program for increasing the language and literacy skills of young Latino English learners with 45 teachers and 105 students in 12 elementary schools. School-based teams randomly assigned to the intervention received...
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| Veröffentlicht in: | American educational research journal 2018-02, Vol.55 (1), p.117-143 |
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| container_title | American educational research journal |
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| creator | Babinski, Leslie M. Amendum, Steven J. Knotek, Steven E. Sánchez, Marta Malone, Patrick |
| description | Using a randomized controlled trial, we tested a new teacher professional development program for increasing the language and literacy skills of young Latino English learners with 45 teachers and 105 students in 12 elementary schools. School-based teams randomly assigned to the intervention received professional development focused on cultural wealth, high-impact instructional strategies, and a framework for collaboration. We observed each teacher three times during the school year and assessed students individually at the beginning and end of the school year using the Woodcock Muñoz Language Survey (WMLS). Using an intent-to-treat (ITT) analysis, we found effects for the intervention on teachers' implementation of high-impact instructional strategies and students' language and literacy skills. |
| doi_str_mv | 10.3102/0002831217732335 |
| format | Article |
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| ispartof | American educational research journal, 2018-02, Vol.55 (1), p.117-143 |
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| source | Jstor Complete Legacy; ERIC - Full Text Only (Discovery); SAGE Complete |
| subjects | Achievement Gains Classroom Observation Techniques Clinical trials Collaboration Control Groups Cultural Capital Educational research Educational Strategies Elementary School Students Elementary School Teachers English (Second Language) English as a second language English as a second language learning English Language Learners English Teachers Experimental Groups Faculty Development Hispanic American Students Hispanic students Instructional Design Intervention Language instruction Language Proficiency Language teachers Literacy Outcomes of Education Professional development Randomized Controlled Trials Second Language Instruction Second Language Learning Skill Development Student Improvement Students Surveys Teacher Collaboration Teacher education Teachers Teaching Methods |
| title | Improving Young English Learners' Language and Literacy Skills Through Teacher Professional Development: A Randomized Controlled Trial |
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