A Randomized Experiment of a Cognitive Strategies Approach to Text-Based Analytical Writing for Mainstreamed Latino English Language Learners in Grades 6 to 12

Autor/inn/en	Kim, James S.; Olson, Carol Booth; Scarcella, Robin; Kramer, Jason; Pearson, Matthew; van Dyk, David; Collins, Penny; Land, Robert E.
Titel	A Randomized Experiment of a Cognitive Strategies Approach to Text-Based Analytical Writing for Mainstreamed Latino English Language Learners in Grades 6 to 12
Quelle	In: Journal of Research on Educational Effectiveness, 4 (2011) 3, S.231-263 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
Schlagwörter	Middle School Students; Intervention; Writing Instruction; Writing Tests; Instructional Effectiveness; English (Second Language); Hispanic American Students; High School Students; Cognitive Processes; Teaching Methods; Mainstreaming; Essays; Language Arts; Faculty Development; College School Cooperation; Secondary School Teachers; Spanish Speaking; Low Income Groups; California + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schreibunterricht; Writing test; Schreibtest; Unterrichtserfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; High school; High schools; Oberschule; Cognitive process; Kognitiver Prozess; Teaching method; Lehrmethode; Unterrichtsmethode; Essay; Aufsatzunterricht; Sprachkultur; Kalifornien
Abstract	This study reports Year 1 findings from a multisite cluster randomized controlled trial of a cognitive strategies approach to teaching text-based analytical writing for mainstreamed Latino English language learners (ELLs) in 9 middle schools and 6 high schools. There were 103 English teachers stratified by school and grade and then randomly assigned to the Pathway Project professional development intervention or control group. The Pathway Project trains teachers to use a pretest on-demand writing assessment to improve text-based analytical writing instruction for mainstreamed Latino ELLs who are able to participate in regular English classes. The intervention draws on well-documented instructional frameworks for teaching mainstreamed ELLs. Such frameworks emphasize the merits of a cognitive strategies approach that supports these learners' English language development. Pathway teachers participated in 46 hrs of training and learned how to apply cognitive strategies by using an on-demand writing assessment to help students understand, interpret, and write analytical essays about literature. Multilevel models revealed significant effects on an on-demand writing assessment (d = 0.35) and the California Standards Test in English language arts (d = 0.07). (Contains 1 figure, 7 tables and 4 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10