Journal ArticleDOI
What We Know about Effective Instructional Practices for English-Language Learners
Russell Gersten,Scott K. Baker +1 more
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TLDR
In this paper, the knowledge base of effective instruction for English-language learners in elementary and middle school grades was synthesized using a qualitative multivocal method (Ogawa & Malen, 1991).Abstract:
This research synthesis, using a qualitative multivocal method (Ogawa & Malen, 1991), investigates the knowledge base of effective instruction for English-language learners in elementary and middle school grades. Interviews with professional educators and researchers around the country in a series of five work groups were conducted. Findings from the work groups were enhanced by a review of the literature consisting of 9 intervention studies (8 group studies and 1 single-subject study) and 15 descriptive studies. Major themes and implications for conducting future research and improving current practice are discussed.read more
Citations
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Co-Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research
TL;DR: The dominant co-teaching role was found to be "one teach, one assist" in classrooms characterized by traditional instruction, even though this method is not highly recommended in the literature as discussed by the authors.
Advances in Learning and Behavioural Disabilities
TL;DR: In this paper, the authors present a comprehensive discussion and analysis of working memory in readers with learning disabilities and its relation to deficits in executive processing, and present a variety of topics relevant to disorders of learning and behavior from a diverse international group of researchers.
Academic English: A Conceptual Framework
TL;DR: The authors discusses approaches to the study of academic English and presents a multi-dimensional framework for analyzing it. But, academic English has often been ignored or under-emphasized in public school instruction.
Journal ArticleDOI
English Language Learners Who Struggle With Reading Language Acquisition or LD
TL;DR: It is concluded that more research is warranted to further elucidate the strengths and learning needs of subgroups of underachieving ELLs, to help to determine who should qualify for special education, and to clarify why some ELLS who do not have LD still struggle with language and literacy acquisition.
Journal ArticleDOI
The Effects of Multimedia-Enhanced Instruction on the Vocabulary of English-Language Learners and Non-English-Language Learners in Pre-Kindergarten Through Second Grade
Rebecca D. Silverman,Sara Hines +1 more
TL;DR: The authors compared traditional and multimedia-enhanced read-aloud vocabulary instruction and investigated whether the effects differed for English-language learners (ELLs) and non-English language learners (non-ELLs).
References
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Journal ArticleDOI
Qualitative Evaluation And Research Methods
TL;DR: The Nature of Qualitative Inquiry Theoretical Orientations Particularly Appropriate Qualitative Applications as mentioned in this paper, and Qualitative Interviewing: Qualitative Analysis and Interpretation Enhancing the quality and credibility of qualitative analysis and interpretation.
Book
Meta-Ethnography: Synthesizing Qualitative Studies
George W. Noblit,R. Dwight Hare +1 more
TL;DR: In this paper, the idea of a meta-ethnography was introduced and a Meta-Ethnographic Approach was proposed to construct META-ETHNOGRAPHIES Reciprocal Translations as Synthesis this paper.
Journal ArticleDOI
Improving Schooling for Language‐Minority Children: A Research Agenda.*
H. Douglas Brown,Mary McGroarty +1 more
TL;DR: In this paper, a broad range of studies on language, literacy, and learning are reviewed, from basic ones to others in educational settings, and a research agenda that responds to issues of policy and practice yet maintains scientific integrity is proposed.
Journal ArticleDOI
Allocated Academic Learning Time Revisited, or Beyond Time on Task:
TL;DR: For instance, this paper found that the allocated learning time for second graders ranged from 62-123 minutes per day, and for fifth graders from 49-105 minutes per week.
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Improving Schooling for Language‐Minority Children: A Research Agenda.*
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