Analyzing K–12 Student Learning Gains: Preparing Teacher Candidates to Reach English Learners

• In Event: 63.051 - Preparing and Supporting Teacher Candidates to Teach English Language Learners

Abstract

Researchers compared N = 6812 K-12 students’ pre and post unit test scores (n = 1075 ELs) who were taught by N = 244 teacher candidates to determine if a scaffolded English for Speakers of Other Languages (ESOL) teacher preparation program prepared them to reach linguistically diverse populations. Candidates were divided into two groups. Group one completed 300 hours of ESOL training for a language arts teacher endorsement. Group two completed 60 hours in a content-area ESOL infused curriculum for math, science, and social studies. The researchers analyzed the data using multilevel linear modeling. Results indicated that candidate group membership was not a significant predictor of ELs’ scores. Implications for differentiating teacher preparation in ESOL are discussed.

Authors

• Matthew R. Lavery, Bowling Green State University

• Alison Youngblood, Western Kentucky University

• Joyce Watson Nutta, University of Central Florida