The Cost-Effectiveness of an English Language Curriculum for Middle School English Learners

Autor/inn/en	Cil, Gulcan; Chaparro, Erin A.; Dennis, Caroline; Smolkowski, Keith
Titel	The Cost-Effectiveness of an English Language Curriculum for Middle School English Learners
Quelle	In: School Psychology, 38 (2023) 1, S.48-58 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cil, Gulcan) ORCID (Chaparro, Erin A.) ORCID (Smolkowski, Keith) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000515
Schlagwörter	Program Effectiveness; English (Second Language); Second Language Learning; Middle School Students; Second Language Instruction; Grade 6; Grade 7; Cost Effectiveness; Curriculum Evaluation; English Language Learners; Intervention; Texas; Washington; Oregon + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Fremdsprachenunterricht; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung
Abstract	Best practice suggests that curricular decisions be made on the evidence base of the content and the contextual fit of the curriculum to the school setting, and with coaching to help teachers effectively use curricula. Messages from the federal government encourage school administrators and researchers to consider the costs of a program. The Middle School English Learner Project, an evaluation of the "Direct Instruction Spoken English" curriculum, provides the opportunity to document and analyze the cost-effectiveness (CE) of a high-quality implementation of one English language program. Results indicate that the majority of costs are associated with training and coaching, with potential economies of scale through training multiple teachers together. Importance of using CE analyses to inform decisions is discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01