Article2016

Impact of a Large-Scale Science Intervention Focused on English Language Learners

Lorena Llosa · Okhee Lee · Alison Haas · Corey O’Connor · Christopher D. Van Booven · Michael J. Kieffer

88 citations0/0 files storedAmerican Educational Research Journal

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Science Education and Pedagogy Multilingual Education and Policy Second Language Learning and Teaching

Abstract

The authors evaluated the effects of P-SELL, a science curricular and professional development intervention for fifth-grade students with a focus on English language learners (ELLs). Using a randomized controlled trial design with 33 treatment and 33 control schools across three school districts in one state, we found significant and meaningfully sized intervention effects on a researcher-developed science assessment and the state science assessment. Subgroup analyses revealed that the P-SELL intervention had a positive and significant effect for each language proficiency group (ELLs, recently reclassified ELLs, former ELLs, and non-ELLs) on the researcher-developed assessment. The intervention also had a positive effect for former ELLs and non-ELLs on the state science assessment, but for ELLs and recently reclassified ELLs, the effect was not statistically significant.

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References

2001What Makes Professional Development Effective? Results From a National Sample of Teachers 2009Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures 2013Handbook of Research on Science Education 2017Standards for Educational and Psychological Testing.2007What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation 2005Designing Educative Curriculum Materials to Promote Teacher Learning 2008Empirical Benchmarks for Interpreting Effect Sizes in Research 2013Science and Language for English Language Learners in Relation to Next Generation Science Standards and with Implications for Common Core State Standards for English Language Arts and Mathematics

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2017Relationships among prior learning, anxiety, self-efficacy, and science vocabulary learning of middle school students with varied English language proficiency 2018Analyzing Student Learning Gains to Evaluate Differentiated Teacher Preparation for Fostering English Learners’ Achievement in Linguistically Diverse Classrooms 2024Transforming secondary teacher preparation for multilingual learners through translanguaging: Toward an integrated biliteracy and disciplinary learning framework 2022High Quality, Equity, and Assessment: An Analysis of Variables Impacting English Learner Standardized Science Test Performance and Implications for Construct Validity

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