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

by Whatley, Melissa E. , Canché, Manuel González , Boada, Diego , Portes, Pedro R.

in Academic achievement / Bilingual education / Bilingualism / Classrooms / Clinical trials / Control Groups / Conversation / Cultural sensitivity / Culturally Relevant Education / Educational research / Efficacy / Elementary Education / Elementary School Students / Elementary Schools / English / English as a second language learning / English language / English Language Learners / English Learners / Equivalency Tests / Experimental Groups / Grade 3 / Grade 5 / Instructional Effectiveness / Instructional Improvement / Instructional Innovation / Intervention / Language Arts / Language Proficiency / Languages / Least Squares Statistics / Mathematics Achievement / Multicultural education / Outcomes of Education / Pedagogy / Randomized Controlled Trials / Regression (Statistics) / Robustness (Statistics) / Science Materials / Social Studies / Standardized Tests / Statistical Analysis / Student Records / Student teacher relationship / Students / Studies / Teachers / Teaching / Teaching Methods

2018

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

by Whatley, Melissa E. , Canché, Manuel González , Boada, Diego , Portes, Pedro R.

2018

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

by Whatley, Melissa E. , Canché, Manuel González , Boada, Diego , Portes, Pedro R.

2018

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Journal Article

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

Whatley, Melissa E.,

Canché, Manuel González,

Boada, Diego,

Portes, Pedro R.

2018

Overview

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.

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Publisher

SAGE Publishing,SAGE Publications,American Educational Research Association

Subject

Academic achievement

/ Bilingual education