The Effects of Sheltered Instruction Observation Protocol Strategies on the Reading Proficiency of English Language Learners

English language learners (ELLs) need additional support to achieve academic success. The problem addressed in this study was the need to know if the sheltered instruction observation protocol (SIOP) support for ELL students was effective in improving their reading achievement. The purpose of this causal-comparative study was to determine if there was a significant difference in reading achievement scores between ELLs who received the SIOP support and those who did not. SIOP provides a framework for teaching both language and content instruction. Krashen’s language acquisition theory was used as the theoretical framework for this study. The research questions compared grade 3, 4, and 5 ELLs from three urban schools on the dependent variables of test results on the state’s English Language Development Test (CELDT) for both reading and comprehension as well as the iReady Diagnostic assessment. The convenience sample included 50 ELLs from each school for the treatment group (n = 150) and 50 ELLs for the control group (n = 50). One-way ANOVA was used to analyze student scores from the CELDT and iReady Diagnostic administered in 2013 and 2015. The findings showed a statistically significant difference for ELLs who received SIOP support (p \u3c .05) for all grades in all tests, except the CELDT comprehension, where the third grade mean differences were not statistically significant (F = 0.016, p = .889). A professional development project was created to help teachers use SIOP strategies with fidelity. Positive social change can be facilitated when ELL instruction improves fluency and academic outcomes for students whose primary language is not English

Shearwaters know the direction and distance home but fail to encode intervening obstacles after free-ranging foraging trips

While displacement experiments have been powerful for determining the sensory basis of homing navigation in birds, they have left unresolved important cognitive aspects of navigation such as what birds know about their location relative to home and the anticipated route. Here, we analyze the free-ranging Global Positioning System (GPS) tracks of a large sample (n = 707) of Manx shearwater, Puffinus puffinus, foraging trips to investigate, from a cognitive perspective, what a wild, pelagic seabird knows as it begins to home naturally. By exploiting a kind of natural experimental contrast (journeys with or without intervening obstacles) we first show that, at the start of homing, sometimes hundreds of kilometers from the colony, shearwaters are well oriented in the homeward direction, but often fail to encode intervening barriers over which they will not fly (islands or peninsulas), constrained to flying farther as a result. Second, shearwaters time their homing journeys, leaving earlier in the day when they have farther to go, and this ability to judge distance home also apparently ignores intervening obstacles. Thus, at the start of homing, shearwaters appear to be making navigational decisions using both geographic direction and distance to the goal. Since we find no decrease in orientation accuracy with trip length, duration, or tortuosity, path integration mechanisms cannot account for these findings. Instead, our results imply that a navigational mechanism used to direct natural large-scale movements in wild pelagic seabirds has map-like properties and is probably based on large-scale gradients

Data from: Carry-over effects on the annual cycle of a migratory seabird: an experimental study

Long-lived migratory animals must balance the cost of current reproduction with their own condition ahead of a challenging migration and future reproduction. In these species, carry-over effects, which occur when events in one season affect the outcome of the subsequent season, may be particularly exacerbated. However, how carry-over effects influence future breeding outcomes and whether (and how) they also affect behaviour during migration and wintering is unclear. Here we investigate carry-over effects induced by a controlled, bidirectional manipulation of the duration of reproductive effort on the migratory, wintering and subsequent breeding behaviour of a long-lived migratory seabird, the Manx shearwater Puffinus puffinus. By cross-fostering chicks of different age between nests, we successfully prolonged or shortened by ∼25% the chick-rearing period of 42 breeding pairs. We tracked the adults with geolocators over the subsequent year and combined migration route data with at-sea activity budgets obtained from high-resolution saltwater-immersion data. Migratory behaviour was also recorded during non-experimental years (the year before and/or two years after manipulation) for a subset of birds, allowing comparison between experimental and non-experimental years within treatment groups. All birds cared for chicks until normal fledging age, resulting in birds with a longer breeding period delaying their departure on migration; however, birds that finished breeding earlier did not start migrating earlier. Increased reproductive effort resulted in less time spent at the wintering grounds, a reduction in time spent resting daily and a delayed start of breeding with lighter eggs and chicks and lower breeding success the following breeding season. Conversely, reduced reproductive effort resulted in more time resting and less time foraging during the winter, but a similar breeding phenology and success compared with control birds the following year, suggesting that ‘positive’ carry-over effects may also occur but perhaps have a less long-lasting impact than those incurred from increased reproductive effort. Our results shed light on how carry-over effects can develop and modify an adult animal's behaviour year-round and reveal how a complex interaction between current and future reproductive fitness, individual condition and external constraints can influence life-history decisions

Dryad data Fayet et al 2016 JAE

GLS light and activity data, and metadata. See ReadMe file for details