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ERIC Number: EJ1180090
Record Type: Journal
Publication Date: 2018-Jun
Pages: 44
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0002-8312
Early Evaluation Findings from the Instructional Conversation Study: Culturally Responsive Teaching Outcomes for Diverse Learners in Elementary School
Portes, Pedro R.; González Canché, Manuel; Boada, Diego; Whatley, Melissa E.
American Educational Research Journal, v55 n3 p488-531 Jun 2018
This study explores preliminary results from a pedagogical intervention designed to improve instruction for all students, particularly emergent bilinguals in the United States (or English language learners). The study is part of a larger efficacy randomized controlled trial (RCT) of the Instructional Conversation (IC) pedagogy for improving the school achievement of upper elementary grade students. Standardized achievement student data were gathered from (N = 74) randomized teachers' classrooms. Preliminary ordinary least squares analyses of the intervention appear promising for English language arts in general. Limitations in baseline equivalency for students after teacher randomization are discussed along with strategies to overcome them and implications concerned with the education of all students, notably those whose parents speak languages other than English at home.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A100670
What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations