Early Evaluation Findings From the Instructional Conversation Study: Culturally Responsive Teaching Outcomes for Diverse Learners in Elementary School

Author
Author
Pedro R. Portes, Manuel González Canché , Diego Boada
Journal
American Educational Research Journal
Details
Resource Type
Journal
Acquisition Number
BE026659
Published Date
01-03-2018 2:53 PM
Published Year
2017
Language(s)
Subscription Only
No
Abstract
This study explores preliminary results from a pedagogical intervention designed to improve instruction for all students, particularly emergent bilinguals in the United States (or English language learners). The study is part of a larger efficacy randomized controlled trial (RCT) of the Instructional Conversation (IC) pedagogy for improving the school achievement of upper elementary grade students. Standardized achievement student data were gathered from (N = 74) randomized teachers' classrooms. Preliminary ordinary least squares analyses of the intervention appear promising for English language arts in general. Limitations in baseline equivalency for students after teacher randomization are discussed along with strategies to overcome them and implications concerned with the education of all students, notably those whose parents speak languages other than English at home.
Topics
Research
Research
Professional Development
English Learners
English Learners
Bilingual Students