The Instructional Conversations Evaluation Findings in Elementary School Classrooms for English Learners

• In Event: Psychometrics and Educational Measurement Poster Session 2

Abstract

The study evaluates the efficacy of the Instructional Conversations (IC) pedagogical model in improving English Learners’ (ELLs) academic outcomes in Reading, English Language Arts, Science, Social Studies, and Mathematics. In an IES-funded efficacy trial, we examined 703 students from 21 schools in an experimental design. HLM analyses show ELL students in both 3RD and 5th grades benefit significantly outperforming peers in control classrooms. However, no effects were found for Mathematics. The benefits of this student-centered pedagogy are discussed in context with cognitive-developmental and linguistic factors. Implications for theory and future studies and design for professional development are discussed for advancing teacher preparation with increased attention to learner readiness.

Authors

• Zhenqiu Laura Lu, University of Georgia

• Pedro R. Portes, University of Georgia