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Knowledge Building with Low Proficiency English Language Learners: Facilitating Metalinguistic Awareness and Scientific Understanding in Parallel
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Investigating differences in student perceptions of school climate for English Language Learners and their peers ...
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Patterns and Predictors of Growth in English Language Learners’ Vocabulary, Word Reading and Non-word Reading Fluency: A Longitudinal Perspective
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Your Social Brain: Creating Safe Classrooms where English Language Learners Thrive
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In: National Youth Advocacy and Resilience Conference (2020)
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Teachers Supporting New Immigrant ESL Learners
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In: The Organizational Improvement Plan at Western University (2020)
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Translanguaging as an Agentive, Collaborative and Socioculturally Responsive Pedagogy for Multilingual Learners
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Is Inquiry Science Instruction Effective for English Language Learners? A Meta-Analytic Review.
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In: AERA open, vol 4, iss 2 (2018)
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Abstract:
Despite being among the fastest growing segments of the student population, English Language Learners (ELLs) have yet to attain the same academic success as their English-proficient peers, particularly in science. In an effort to support the pedagogical needs of this group, educators have been urged to adopt inquiry approaches to science instruction. Whereas inquiry instruction has been shown to improve science outcomes for non-ELLs, systematic evidence in support of its effectiveness with ELLs has yet to be established. The current meta-analysis summarizes the effect of inquiry instruction on the science achievement of ELLs in elementary school. Although an analysis of 26 articles confirmed that inquiry instruction produced significantly greater impacts on measures of science achievement for ELLs compared to direct instruction, there was still a differential learning effect suggesting greater efficacy for non-ELLs compared to ELLs. Contextual factors that moderate these effects are identified and discussed.
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Keyword:
achievement gap; English Language Learner; inquiry instruction; quantitative research synthesis; science education
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URL: https://escholarship.org/uc/item/84b1g8m0
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Reaching Below Level ELL’s Reading Comprehension
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In: Journal of Practitioner Research (2018)
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Exploring the Experiences of High School Refugee English Language Learners
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In: Honors Theses at the University of Iowa (2018)
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The Effect of Differing Types of ESL and Bilingual Education Programs on Teacher-Student Relationships
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Language, Literacy And Project Based Learning: An Ethnographic Case Study Of A New Tech Classroom In A High School On The US/Mexico Border
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In: Open Access Theses & Dissertations (2018)
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The Effect of Game-Based Learning on Vocabulary Acquisition for Middle School English Language Learners
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In: Doctoral Dissertations and Projects (2017)
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The Effectiveness of Dual Language and Sheltered English Immersion ESOL Programs: A Comparative Study
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In: Doctoral Dissertations and Projects (2017)
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The Difference between English and Math High School Teachers' Attitudes and Perceptions toward the Inclusion of English Language Learner Students
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In: Doctoral Dissertations and Projects (2017)
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Culturally Relevant Pedagogy with English Language Learners: Incorporating Identity in the Classroom
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The Influence of Parental Involvement on ESL Student Learning
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Teacher attitudes toward No Child Left Behind and part 154 in the English as a New language classroom
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Fostering globalism: Community partnerships to grow your own teachers
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In: Faculty and Staff Books (2016)
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Truth Functions and Memory in English Language Learners
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In: Electronic Thesis and Dissertation Repository (2016)
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Analysis Of English Language Learner Student Reasoning About Measures Of Center And Variation: A Triangulation Of Quantitative And Qualitative Data
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In: Open Access Theses & Dissertations (2016)
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