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ERIC Number: ED529176
Record Type: Non-Journal
Publication Date: 2012-Jan
Pages: 56
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: N/A
Different Skills: Identifying Differentially Effective Teachers of English Language Learners. Working Paper 68
Master, Ben; Loeb, Susanna; Whitney, Camille; Wyckoff, James
National Center for Analysis of Longitudinal Data in Education Research
This study seeks to identify the characteristics and training experiences of teachers who are differentially effective at promoting academic achievement among English language learners (ELLs). Our analyses indicate that general skills such as those reflected by scores on teacher certification exams and experience teaching non-ELL students are less predictive of achievement for ELL students than for other students. However, specific experience teaching ELL students is more important for predicting effectiveness with future ELL students than non-ELL students as is both in-service and pre-service training focused on ELL-specific instructional strategies. Appended are: (1) Control Covariates; and (2) Specification Checks. (Contains 18 tables and 2 footnotes.)
National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org
Publication Type: Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Identifiers - Location: New York
IES Funded: Yes
Grant or Contract Numbers: R305A060067