Effects of classwide peer tutoring (Cwpt) on social interactions of children with and without English proficiency

Learning and Education occur in social contexts. The quality of children\u27s peer relationships is an important indication of children\u27s current and later social adjustment. Children with peer problems tend to experience higher levels of loneliness and other undesirable affective consequences, including social dissatisfaction and worrying about peer relations. Because of the limited language proficiency and cultural and ethnic differences among children with LEP, some of their social behaviors are considered inappropriate by their non-LEP teachers and peers. On the other hand, children with LEP may feel that they do not fit in a group or class activity. As a result, these children tend to have less social interaction with their peers than non-LEP children; The purpose of this dissertation study was to evaluate the effects of Classwide Peer Tutoring (CWPT) on social interaction behaviors of children with Limited English Proficiency (LEP) and children who are native English speakers (non-LEP). Two second-grade classrooms from an elementary school were selected as the research setting for this study. CWPT was used as the independent variable and children\u27s frequency of social interactions (defined and measured by Social Interaction Observation System) was the dependent variable; One classroom (Class 1) included 13 children with LEP and one child with non-LEP. The other classroom (Class 2) included 13 children with non-LEP and one child with bilingual language capabilities. Seven children with LEP from Class 1 and 7 children with non-LEP from Class 2 were selected as the subjects in this study. Subjects\u27 ages ranged from 7 to 8 years old. All children from the two settings were observed and videotaped during the study; Findings of this study indicated that CWPT was effective for both children with LEP and children with non-LEP. Statistical tests showed no significant difference between these two groups or between boys and girls on the effects of intervention. Single subject data indicated that the intervention was relatively more effective for children with LEP (295% of increase) than children with non-LEP (118% of increase). In both groups, children were engaged in very few negative behaviors. Strategies of pairing did not influence the effectiveness of CWPT. Questionnaires from the teachers and students indicated that both teachers and students enjoyed the process of CWPT and they intended to continuously use CWPT on a regular basis

Accommodations for English Language Learners on Statewide English Language Proficiency Assessment

This exploratory research study was conducted to examine federally- mandated annual English language proficiency (ELP) assessment of English language learners (ELLs) and their use of accommodations on the assessment. The literature was examined for differences and similarities between the three types of testing scenarios as well as identifying gaps in the literature for students who are both ELLs and who also have a disability and how their ELP is assessed, taking into account their disability. The results from investigating data related to ELLs with disabilities and specific accommodations used by ELLs with disabilities contributes to the limited current research available regarding this subgroup as well as how the annual ELP assessment mandate is actuated at the state, district, and classroom levels. The researchers used one state’s existing quantitative ELP assessment data to examine types of accommodations for ELLs with disabilities on the statewide ELP assessment and then explored potential relationships between specific disabilities and accommodations used. The researchers investigated factors that contribute to the relationships between disabilities, accommodations, and performance on the ELP assessment through qualitative data from interviews with state, district, and school level personnel to further expand on results from the quantitative ELP assessment data

Must Do @ VCU

Must Do @ VCU is a set of annual collegial activities that can be performed throughout the year, by faculty, staff and students. These VCU-centered activities are considered to be the things that give VCU its identity. The goal of Must Do @ VCU is to generate a sense of community and of belonging to the University. VCU is a relatively new University and its traditions are therefore not well-established. Must Do @ VCU aims to build on shared experiences as a method to establish VCU culture

Prereferral Process with Latino English Language Learners with Specific Learning Disabilities: Perceptions of English-as-a-Second-Language Teachers

This study explored perceptions of English-as-a-second-language (ESL) teachers on the prereferral process for Latino English language learners (ELLs). Using Colaizzi’s (1978) phenomenological approach, qualitative data were collected through interviews with four ESL teachers. Analyses of the data indicated that the ESL teachers used research-based interventions and progress-monitoring in the prereferral process with Latino ELLs. Data analysis also indicated negative participant perceptions of parental and school-level influence on the identification process.  Key concerns about the identification of Latino ELLs with specific learning disabilities (SLD) are presented, raising questions about current practices in school districts with small ELL populations

Early Teacher–Child Relationships Promote Self-Regulation Development in Prekindergarten

Children’s experiences during the prekindergarten period are critical for shaping their emerging self-regulation skills. The purpose of this study was to examine the contribution of teacher–child relationship quality to children’s performance on a self-regulation task at the end of prekindergarten. Teachers rated the conflict, closeness, and dependency in their relationships with 104 children in the fall of prekindergarten, and children’s self-regulation was independently measured with a visual attention task in the spring of prekindergarten. In addition, teachers and parents rated children’s temperamental self-regulation (i.e., effortful control). Results indicate that greater teacher–child dependency predicted children’s longer time on the visual attention task, and greater teacher–child closeness predicted children’s lower accuracy on the visual attention task. In addition, children who were rated as more self-regulated by parents were more accurate on the visual attention task. The implications of the results are discussed

Informal STEM Learning for Young Children: A Systematic Literature Review

Studies show that children spend considerable time engaged in informal learning outside of educational settings. Informal educational settings such as museums can provide a variety of opportunities to engage children in STEM learning and scientific discovery, which can increase school readiness. Research has also determined an achievement gap in students from low socio-economic backgrounds and in students who are dual language learners. The literature shows that this gap begins even before children enter formal schooling. This systematic review serves two purposes: to explore the impact of informal STEM learning (ISL) on school readiness and to examine the relationship between ISL and children’s social-emotional development, particularly in children who are dual language learners. Using PRISMA procedures, we identified 36 eligible studies in this systematic review. The findings illuminate the important role of parents and/or caregivers and the quality of design and interventions used at ISL sites, such as museums and zoos, on how ISL can impact school readiness for preschoolers. No research was found to specifically address the impact of ISL on school readiness for children who are dual language learners. The implications from the findings suggest that further research is needed on ISL for young children, particularly considering the dearth in research on young dual language learners. The implications further suggest that parents, ISL site designers, facilitators, and educators can benefit from learning about the impact of ISL on school readiness

Transactions between Problem Behaviors and Academic Performance in Early Childhood

This study aimed to further the understanding of transactional relationships that exist between problem behaviors and academic performance in early childhood. Early academic and behavior difficulties increase the risk of school disengagement, academic failure, and dropout. Although children’s academic and behavioral difficulties have been shown to be intercorrelated, little research has focused on how the relationship reciprocates and progresses in early childhood. This study investigated how problem behaviors (i.e., externalizing and internalizing) influence and are influenced by academic performance (i.e., poor reading and math) from kindergarten to third grade. Participants included 18,135 students (51.22% boys) derived from a nationally representative sample in the Early Childhood Longitudinal Study, Kindergarten Class of 2011 (ECLS-K: 2011). Teacher ratings of children’s internalizing (low self-esteem, anxiety, loneliness, or sadness) and externalizing (fighting, arguing, showing anger, impulsively acting, and disruptive behaviors) problem behaviors, as well as direct assessments of children’s academic performance (reading and math), were collected yearly. Cross-lagged panel modeling (CLPM) was employed to examine reciprocal relationships between problem behaviors and academic performance over time from kindergarten to third grade. The results supported the transactional relationships in early childhood, with higher externalizing as well as internalizing problem behaviors predicting lower academic performance and lower academic performance predicting higher externalizing and internalizing problem behaviors. The implications for research, prevention, and early intervention regarding the progression of academic and behavioral problems are discussed