Adolescent English learners’ language development in technology-enhanced classrooms

Despite their demographic importance in U.S. classrooms, little is known about how the strengths and needs of English learners are engaged through technology, particularly as it is embodied by one-to-one devices such as iPads and Chromebooks. An exploratory study of English learners in technology-enhanced classrooms was undertaken at an urban secondary school with a strong ongoing commitment to student-centered uses of technology. The study used quantitative classroom observations and student surveys to explain variation in English language development among English learners and across classrooms. Findings show that the features of technology-enhanced classrooms that best supported language development were aligned with student-centered and strengths-based teaching; the use of technology in the classroom alone was insufficient. Our findings also bring to light individual characteristics of English learners that shaped their language development in technology-enhanced classrooms. These individual characteristics include academic engagement and language use with friends, as well as student work and being over-age for their grade

Beneficial or Not: Flipped Learning in an Elementary Mathematics Classroom

The Flipped Classroom is becoming a more frequently used instructional strategy in many secondary and collegiate classrooms. However, there are few studies done in elementary classroom settings that have implemented the flipped classroom approach to instruction. Research suggests that flipped classes have a positive impact on student learning and assessment outcomes. This study examined the impact of flipped classroom on second grade students\u27 mathematics achievement. The study used a two group, quasi-experimental, pre-test/ post-test design. 46 second grade students in two classes of 23; one control- traditional instruction and one experimental- flipped classroom instruction, were engaged in a four-week intervention. They were assessed on a Eureka Math End-of-Module assessment for both pretest and posttest. Results indicated no statistically significant differences between groups for both pretest and posttest, but there were statistically significant differences for each group from pretest to posttest. The control group started and ended higher than the experimental group, but the experimental group had a greater gain in learning based on their pretest and posttest assessments. The results reinforce the discussion that flipped classroom instruction can improve student learning for elementary and second grade students

Guiding Sixth Grade Language Development in Mathematical Content Acquisition through Student Centered SIOP Instruction

Mathematics is considered a universal language for students. However, now common core standards require students to explain their conceptual understanding through words, numbers, and verbal explanations. Student proficiency in the universal language is impeded when they do not speak the primary language. It is difficult for the teacher to teach both the academic language and mathematical concepts, when the vocabulary is not accessible to all students. Conversely it is difficult for students to follow the pacing of the class while having to translate and gain a conceptual understanding of the subject. The purpose of this study is to increase student mathematical achievement in group work using specific SIOP practices to improve English Language Learners math skills as measured by formative assessments. The participants consist of two sixth grade classes, a total of 60 students, with two students that only speak Spanish. The students meet daily with the teacher/researcher for roughly 50 minutes each day. This is a non-experimental design using both qualitative and quantitative data by using evidence based practice of group work, as part of a Participatory Teacher Action Research. The teacher/researcher instructed students how to use specific SIOP practices in small groups where the students taught each other. Keywords: English Language Learners, 6th grade, mathematical practices/vocabulary, SIOP strategie

English Proficiency as a Predictor of ACT Scores: A Predictive Correlational Study

English Language Learners (ELLs) compose the fastest growing population in United States public schools. Lack of English language proficiency for these students has created a significant problem with assessment, particularly related to high-stakes accountability requirements. Identification of relationships between language proficiency and high-stakes test scores would benefit both the student and the school system. This archival, predictive correlational study examines if a relationship exists between English proficiency as measured by ACCESS for ELLs reading scores and American College Tests (ACT) composite and subscores in reading and mathematics. The population for this study included 11th grade English Language Learners in a medium-sized school system in North Carolina during four consecutive school years, 2014-2018. This study found ACCESS for ELLs reading scaled scores to be a statistically significant, albeit weak, predictor of ACT composite scores and mathematics sub scores. More research is needed to investigate the myriad of factors that influence an ELL’s achievement on high-stakes tests like the ACT

The Effect of TPS vs NHT Teaching Methods on Math Learning Outcomes and Motivation

This quasi-experimental study investigated the impact of the Think-Pair-Share (TPS) and Numbered Heads Together (NHT) teaching methods on mathematics learning outcomes and student motivation at SMKN 2 Kota Madiun and SMKN 5 Kota Madiun. The results showed that the experimental groups taught using the TPS method achieved significantly higher mathematics learning outcomes compared to the control groups taught using the NHT method (F = 18.522, p < 0.001). Additionally, students with high learning motivation demonstrated better academic performance than those with low motivation (F = 100.93, p < 0.001). An interaction effect was observed between the teaching method and learning motivation, indicating that the combination of teaching method and motivation significantly influenced mathematics learning outcomes (F = 4.294, p = 0.040). These findings highlight the effectiveness of the TPS method in improving mathematics learning outcomes and emphasize the importance of considering student motivation in instructional design. Further research is needed to explore the long-term effects of these teaching methods in different educational contexts and student populations, providing valuable insights into enhancing mathematics education

JiJi Can Talk! An Oral Language Strategy Guide for Blended Learning Math Classrooms Using ST Math

The research question addressed in this project was, how can an oral language strategy guide be created to support ELs language development in the elementary math classroom that uses ST Math. The capstone outlines strategies that can be paired with online content from ST Math to help ELs and native speakers develop oral language around the math puzzles presented in the standards based curriculum. By simultaneously addressing conceptual understanding of math content and English language development, the strategy guide works to meet the Common Core State Standards for Mathematics and the Principles of Math Instruction for ELs using ST Math, an online visual tool, as the language support. The strategy guide incorporates ESL best practice including SIOP strategies and presents numerous graphic organizers and oral language supports to encourage mathematical discourse using everyday and academic language. (136 words

Annotated Bibliography of Research in the Teaching of English

Since 2003, RTE has published the annual “Annotated Bibliography of Research in the Teaching of English,” and we are proud to share these curated and annotated citations once again. The goal of the annual bibliography is to offer a synthesis of the research published in the area of English language arts within the past year that may be of interest to RTE readers. Abstracted citations and those featured in the “Other Related Research” sections were published, either in print or online, between June 2019 and June 2020. The bibliography is divided into nine subject area sections. A three-person team of scholars with diverse research interests and background experiences in preK–16 educational settings reviewed and selected the manuscripts for each section using library databases and leading empirical journals. Each team abstracted significant contributions to the body of peer-reviewed studies that addressed the current research questions and concerns in their topic area

Exploring How Secondary STEM Teachers and Undergraduate Mentors Adapt Digital Technologies to Promote Culturally Relevant Education during COVID-19

The COVID-19 global pandemic presented unprecedented challenges to K-16 educators, including the closing of educational agencies and the abrupt transition to online teaching and learning. Educators sought to adapt in-person learning activities to teach in remote and hybrid online settings. This study explores how a partnership between middle and high school teachers in an urban school district and undergraduate STEM mentors of color leveraged digital tools and collaborative pedagogies to teach science, technology, and engineering during a global pandemic. We used a qualitative multi-case study to describe three cases of teachers and undergraduate mentors. We then offer a cross-case analysis to interpret the diverse ways in which partners used technologies, pedagogy, and content to promote equitable outcomes for students, both in remote and hybrid settings. We found that the partnership and technologies led to rigorous and connected learning for students. Teachers and undergraduates carefully scaffolded technology use and content applications while providing ongoing opportunities for students to receive feedback and reflect on their learning. Findings provide implications for community partnerships and digital tools to promote collaborative and culturally relevant STEM learning opportunities in the post-pandemic era

The Effects and Implications of The Use of English as a Medium of Instruction in Mathematics on Thai Learners

Education is founded on such fundamental aspects as communication. Acquisition of knowledge can therefore only take place in the presence of effective communication. The medium through which communication takes place assumes a central role in the entire process of learning and teaching. Mathematics concepts, being perceived by many as challenging, require a medium of instruction that is clear and easily understandable by learners. The objective of this study was to determine the effects, opinions and implications of the use of English in teaching Mathematics in Thai public schools. Three instruments; Questionnaires, an Interview Schedule and a written test were employed to realize the objectives. It was established that English as a medium of instruction in teaching Mathematics has fundamental effects on the Thai learners, including but not limited to misperception, demotivation and academic development impairment. The learners suggested code-switching as a medium of instruction