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ERIC Number: EJ906437
Record Type: Journal
Publication Date: 2010
Pages: 16
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-0003-1003
English Language Learner Academic Engagement and Instructional Grouping Configurations
Brooks, Katie; Thurston, Linda P.
American Secondary Education, v39 n1 p45-60 Fall 2010
This study used an ecobehavioral approach to investigate the conditional probability that English language learning (ELL) students would engage in academic tasks in urban middle school content area classrooms within different instructional grouping configurations. These configurations included whole class, small group, one-to-one, and individual instruction. The participants in the study included 28 native Spanish-speaking students who were all identified as being English language learners (ELL). The findings of this study indicate that participants were most likely to engage in academic tasks during small group and one-to-one instruction. They were least likely to engage in academic tasks during whole class and individual instruction. (Contains 4 tables.)
Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED529762