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 kostenfreie Datei 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). ELLA-V was implemented in 10 school districts in Texas in the 2013-14 through 2016-17 school years. 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. The evaluation of ELLA-V was a multi-site cluster randomized trial designed to meet the What Works Clearinghouse (WWC) standards for rigorous education research (WWC, 2017). The study used a mixed method design to estimate program impacts on student and teacher outcomes and document the fidelity of implementation and perceived quality of the program. [This report was published at the Center for Research and Reform in Education (ED594703). Principal Investigators were Rafael Lara-Alecio, Beverly Irby, and Fuhui Tong. Cindy Guerrero and Laura Cajiao-Wingenbach were Lead Coordinators.] (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: https://education.jhu.edu/crre/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11