English Language and Literacy Acquisition-Validation (ELLA-V) i3 Evaluation (Valid 22). Final Report

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Autor/inn/en	Wolf, Rebecca; Latham, Gavin; Armstrong, Clayton; Ross, Steven; Laurenzano, Mary; Daniels, Cecilia; Eisinger, Jane; Reilly, Joseph
Institution	Johns Hopkins University, Center for Research and Reform in Education (CRRE)
Titel	English Language and Literacy Acquisition-Validation (ELLA-V) i3 Evaluation (Valid 22). Final Report
Quelle	(2018), (86 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Literacy; English (Second Language); Second Language Learning; Program Evaluation; Faculty Development; Coaching (Performance); Elementary School Teachers; English Language Learners; Grants; College Faculty; Curriculum Development; Program Development; School Districts; Science Instruction; Literacy Education; Academic Language; Language Proficiency; Second Language Instruction; Intervention; Best Practices; Standards; Teaching Methods; Outcomes of Education; Oral Language; Phonological Awareness; Educational Quality; Self Esteem; Elementary School Students; Academic Achievement; Grade 3; Grouping (Instructional Purposes); Individualized Instruction; Vocabulary Development; Visual Aids; Comparative Analysis; Texas + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Programme evaluation; Programmevaluation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Grant; Finanzielle Beihilfe; Fakultät; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Programmplanung; School district; Schulbezirk; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Language skill; Language skills; Sprachkompetenz; Fremdsprachenunterricht; Standard; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Oral interpretation; Mündlicher Sprachgebrauch; Quality of education; Bildungsqualität; Self-esteem; Selbstaufmerksamkeit; Schulleistung; School year 03; 3. Schuljahr; Schuljahr 03; Grouping; Gruppenbildung; Individualisierender Unterricht; Wortschatzarbeit; Anschauungsmaterial
Abstract	The English Language and Literacy Acquisition--Validation (ELLA-V) study was a five-year evaluation of a program that provided professional development, coaching, and curricula that targeted English-as-a-second-language (ESL) instruction for teachers of K-3 English learners (ELs). The project was federally funded by a grant from the U.S. Department of Education's Investing in Innovation (i3) Fund (PR/Award Number U411B120047). Professors at Texas A&M University were the recipients of the grant and developed the professional development, the coaching program, and the curricula. Researchers at the Center for Research and Reform in Education (CRRE) at Johns Hopkins University were contracted to conduct the independent evaluation. ELLA-V was implemented in 79 schools in 10 school districts in Texas in the 2013-14 through 2016-17 school years. The ELLA-V professional development and curricula focused on literacy and science content, as well as cognitive-academic language proficiency to progress EL students' English language acquisition. Teachers received the intervention for a single year, dependent on grade-level implementation. Each school year, treatment teachers in one grade level received bimonthly virtual professional training for 18 sessions between September and May. Treatment teachers were also supported by coaches and observed, up to three times a year, depending on teacher need. Teachers were also provided with EL-relevant curricula that reflected pedagogical best practices and was aligned with content-area standards and the instructional models used in the teacher professional development. Schools were randomly assigned to one of the three treatment conditions: Treatment 1, Treatment 2, and Business-as-Usual. Treatment 1 and Treatment 2 received equivalent professional development and coaching, but curricula materials differed across the two treatments. The impact of ELLA-V on student and teacher outcomes was estimated using hierarchical linear modeling. Propensity score weighting was also used to estimate program impact on teacher outcomes and some student outcomes due to large differences at baseline. ELLA-V improved EL teachers' quality of instruction, which led to improvements in oral language and phonological awareness for younger students and in science for third-grade students who were exposed to a literacy-infused science curriculum. Higher quality of instruction for treatment teachers was evident in increased use of ESL strategies (e.g., grouping activities, differentiated instruction, visuals for learning new vocabulary, and sentence stems) and a greater emphasis on cognitive-academic language proficiency compared with business-as-usual teachers. With one exception, ELLA-V did not impact EL students' English language development, reading, writing, or self-esteem. This report concludes that the ELLA-V was mostly implemented with fidelity and yielded improved outcomes for EL students in some content areas. More research is needed to identify the cumulative effects across multiple grade levels of the ELLA-V approach (oral language to pre-reading to reading and writing) on EL students' academic performance and English language proficiency. (As Provided).
Anmerkungen	Center for Research and Reform in Education. Available from: School of Education Johns Hopkins University. 200 West Towsontown Boulevard, Baltimore, MD 21204. Tel: 410-616-2407; Fax: 410-324-4444; e-mail: thebee@bestevidence.org; Web site: http://education.jhu.edu/research/crre
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01