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ERIC Number: EJ816770
Record Type: Journal
Publication Date: 2008
Pages: 15
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-0022-0671
Teacher Instructional Practices and Language Minority Students: A Longitudinal Model
Chang, Mido
Journal of Educational Research, v102 n2 p83-97 Nov-Dec 2008
The author examined the long-term effects of teacher instructional grouping practices on the early mathematical achievement of language minority students from various ethnic groups. The study used 3 longitudinal models. In the 1st model, English language learners (ELLs) displayed lower math performance than did English-only students in the Hispanic and Asian groups. The 2nd model confirmed the significance of social class across all groups. The 3rd model focused on 4 grouping practices: (a) teacher-directed whole-class activity, (b) teacher-directed small-group activity, (c) teacher-directed individual activity, and (d) student-selected activity. Significant findings include that (a) Hispanic ELL students displayed low math performance in teacher-directed whole-class activities, (b) Asian ELL students showed low math performance in teacher-directed small-group activities, and (c) Hispanic dual-language students benefited from teacher-directed individual activities. (Contains 4 figures and 6 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A