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56.036 - How Can Educators Help Improve All (English) Learners' Academic Success? Findings From Three Randomized Studies
Sun, April 30, 2:15 to 3:45pm, Henry B. Gonzalez Convention Center, Floor: River Level, Room 7BSession Type: Symposium
Abstract
This session will share findings from rigorously designed impact evaluations of three approaches for improving instruction for English Learners and regular students. These studies were funded by the Institute of Education Sciences, The efficacy of Instructional Conversations (IC), Guided Language Acquisition Design (GLAD), and Writing Reform Institute for Teaching Excellence (WRITE) was evaluated using different methods and provide examples of how implementing new instructional practices can lead to improved outcomes for students. These studies also provide insight into reforms in teacher preparation and evidence-based practices for improving outcomes for English Learners in the United States and beyond. Implications from these rigorous field trials for guiding policy and practice will be discussed by expert discussants and the audience.
Sub Unit
Chair
Papers
Responsive Teaching for English Learners That Helps All Students: The Academic Impacts of Instructional Conversation - Pedro R. Portes, University of Georgia; Manuel S. Gonzalez Canche, University of Pennsylvania; Rolf Straubhaar, Texas State University - San Marcos; Melissa Whatley, University of Georgia - Athens
The Impact of Project GLAD on Fifth-Grade Reading, Vocabulary, Writing, and Science Achievement - Theresa Deussen, Education Northwest; Makoto Hanita, Education Northwest; Angela Roccograndi, Education Northwest
Two-Year Impact Study of the Writing Reform and Innovation for Teaching Excellence English Learner Writing Approach: Results and Lessons Learned - Eric Haas, California State Polytechnic University - Pomona; Huy Quoc Chung, University of California - Irvine; Jamal Abedi, University of California - Davis