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  1. ELLs' Perceptions of Reading

    ERIC Educational Resources Information Center

    Howard, Rachael M.

    2012-01-01

    This research investigated reading support and book preferences of fourth grade English language learners (ELLs) who were struggling readers. This qualitative research focused on three case studies. Interviews were conducted to explore ELLs' perceptions on reading motivation, reading programs, and types of support they received. Descriptions of…

  2. ELL Spoken Here

    ERIC Educational Resources Information Center

    Starkman, Neal

    2008-01-01

    Online resources and educator networks are providing teachers of English language learners with a support system they do not often get within their own school districts. Catherine Collier's Cross Cultural Developmental Education Services, based in Ferndale, WA., has been providing professional development and teaching materials to ELL teachers.…

  3. ELL to Go

    ERIC Educational Resources Information Center

    Demski, Jennifer

    2011-01-01

    Township High School District 214 in Arlington Heights, Illinois, and Comal Independent School District (ISD) in New Braunfels, Texas, are pioneers in the incorporation of mobile devices such as the iPad and iPod Touch in the English language learner (ELL) classroom. Though it's too soon to collect significant quantitative data regarding the…

  4. Sheltered Instruction Techniques for ELLs

    ERIC Educational Resources Information Center

    Pray, Lisa; Monhardt, Rebecca

    2009-01-01

    The suggestions described here to adapt instruction for English Language Learners (ELLs) are based on the concept of "sheltered instruction," a model of language-support methods for instruction for ELLs derived primarily through the Sheltered Instruction Observational Protocol (SIOP) developed by Jana Echevarria, Mary Ellen Vogt, and Deborah Short…

  5. Mediated Learning Experiences for ELLs

    ERIC Educational Resources Information Center

    Montgomery, Joel R.

    2008-01-01

    This paper addresses elements of the bilingual program for English language learners (ELL) in Illinois School District U-46 (U-46). Beginning with the context of bilingual education in the United States, the paper also introduces the current state of bilingual programming in U-46. ELL initiatives in light of the U-46 partnership with the Stupski…

  6. Best Practices for Adolescent ELLs

    ERIC Educational Resources Information Center

    Rance-Roney, Judith

    2009-01-01

    Adolescent English language learners present particular challenges for schools. The population of adolescent ELLs is diverse, and their educational needs are affected by differences in immigration status, quality of educational background, native language, cultural distance from U.S. culture, future plans, and economic status. The article offers…

  7. Best Practices in ELL Instruction

    ERIC Educational Resources Information Center

    Li, Guofang, Ed.; Edwards, Patricia A., Ed.

    2010-01-01

    In this work, prominent authorities review the latest research on all aspects of ELL instruction (K-12) and identify what works for today's students and schools. Provided are best-practice guidelines for targeting reading, writing, oral language, vocabulary, content-domain literacies, and other core skill areas; assessing culturally and…

  8. Getting to Know ELLs' Families

    ERIC Educational Resources Information Center

    Breiseth, Lydia

    2016-01-01

    Most English language learners are from families that have recently immigrated to the United States-and many of those families traveled here at tremendous risk to seek better education for their children. It's important for classroom teachers to make building relationships with the families of ELLs a priority. Breiseth asserts that the most…

  9. New Talk about ELL Students

    ERIC Educational Resources Information Center

    Lee, Stacey J.

    2012-01-01

    The educational achievement of students from immigrant families, including those who come to the U.S. as adolescents, is of utmost importance not just for these individuals and their families but to the larger society as well. Research in schools in the Internationals Network and other schools known for successfully educating newcomer ELLs points…

  10. A Running Start for ELLs

    ERIC Educational Resources Information Center

    Herbert, Marion

    2012-01-01

    One in four students under the age of six comes from an immigrant family in which at least one parent does not speak English. Traditionally, states such as Nevada, California, New Mexico, Arizona and Texas have served the vast majority of English language learner (ELL) students, although the surging growth of this demographic--now 5.5 million…

  11. Teaching Photosynthesis with ELL Students

    ERIC Educational Resources Information Center

    Piper, Susan; Shaw, Edward Lewis, Jr.

    2010-01-01

    Although the teaching of photosynthesis occurs yearly in elementary classrooms, one thing that makes it challenging is the inclusion of English language learners (ELLs). This article presents several activities for teaching and assessing of photosynthesis in a third grade classroom. The activities incorporate the photosynthesis content, teaching…

  12. Informed Additive Literacy Instruction for ELLs

    ERIC Educational Resources Information Center

    Bauer, Eurydice Bouchereau

    2009-01-01

    There are numerous reasons why schools struggle to provide English-language learners (ELLs) with additive literacy instruction. One reason for this is the lack of available trained bilingual teachers, mainstream teachers who have not received adequate training on how to teach ELLs, and the current political climate that appears to support an…

  13. Science: A Second Language for ELL Students

    ERIC Educational Resources Information Center

    Nabors, Martha L.; Edwards, Linda Carol

    2011-01-01

    In today's inclusive classrooms, teachers are challenged to incorporate a variety of instructional activities designed to support learning for all--including children who are English Language Learners (ELLs). In science lessons at the early childhood level, ELLs not only must learn science concepts, but also the vocabulary essential for mastering…

  14. For ELLs: Vocabulary beyond the Definitions

    ERIC Educational Resources Information Center

    Roberts, Nancy S.; Truxaw, Mary P.

    2013-01-01

    In this article, a classroom teacher discusses ambiguities in mathematics vocabulary and strategies for ELL students in building understanding. The authors note that mathematics vocabulary may be more difficult to learn than other academic vocabulary for several reasons: (1) definitions are filled with technical vocabulary, symbols, and diagrams;…

  15. Evaluating ELLs for Special Needs a Challenge

    ERIC Educational Resources Information Center

    Maxwell, Lesli A.; Shah, Nirvi

    2012-01-01

    Accurately identifying English-language learner (ELL) students who also need special education services has long been a problem for educators. Historically, English-learners were overrepresented in special education, but litigation and civil rights complaints have, in more recent years, led to an equally troubling problem with identifying too few…

  16. Supporting ELLs before, during, and after Reading

    ERIC Educational Resources Information Center

    DelliCarpini, Margo

    2011-01-01

    Working with English language learners in mainstream ELA classrooms can provide rich rewards in terms of developing multiple perspectives, sharing diverse experiences, and developing understanding of different cultural practices. However, these students can also challenge mainstream teachers. Supporting ELLs throughout the reading process can…

  17. Create a Responsive Learning Community for ELLs

    ERIC Educational Resources Information Center

    Dong, Yu Ren

    2016-01-01

    The American educational landscape is changing rapidly, and so are the students in American mathematics classrooms. In the New York City public schools, one of every four students is an English language learner (ELL) (New York City Department of Education 2014). Mathematics teachers find themselves teaching either in a classroom that contains all…

  18. Science for ELLs: Rethinking Our Approach

    ERIC Educational Resources Information Center

    Medina-Jerez, William; Clark, Douglas B.; Medina, Amelia; Ramirez-Marin, Frank

    2007-01-01

    A rich amount of research suggests that native-English speaking and linguistically diverse students are equally capable of learning scientific concepts and terminology through collaborative inquiry-based experiences. Yet, a full understanding of how to address English Language Learner (ELL) issues during science instruction and assessment will…

  19. Mentoring for Success: Accommodation Strategies for ELLs

    ERIC Educational Resources Information Center

    Munro, Jill; Abbott, Marilyn; Rossiter, Marian

    2013-01-01

    We investigated the extent to which a seven-week action research mentoring project would help two junior high school science teachers to feel more confident and successful in their abilities to use accommodation strategies to support the English language learners (ELLs) in their classes, and consequently to increase their ability to assess more…

  20. A Search for B^{+} \\to \\ell^{+} \

    SciTech Connect

    Aubert, Bernard; Bona, M.; Karyotakis, Y.; Lees, J.P.; Poireau, V.; Prencipe, E.; Prudent, X.; Tisserand, V.; Garra Tico, J.; Grauges, E.; Lopez, L.; Palano, A.; Pappagallo, M.; Eigen, G.; Stugu, B.; Sun, L.; Abrams, G.S.; Battaglia, M.; Brown, D.N.; Cahn, R.N.; Jacobsen, R.G.; /LBL, Berkeley /UC, Berkeley /Birmingham U. /Ruhr U., Bochum /Bristol U. /British Columbia U. /Brunel U. /Novosibirsk, IYF /UC, Irvine /UCLA /UC, Riverside /UC, San Diego /UC, Santa Barbara /UC, Santa Cruz /Caltech /Cincinnati U. /Colorado U. /Colorado State U. /Dortmund U. /Dresden, Tech. U. /Ecole Polytechnique /Edinburgh U. /INFN, Ferrara /Ferrara U. /INFN, Ferrara /INFN, Ferrara /Ferrara U. /INFN, Ferrara /INFN, Ferrara /Ferrara U. /Frascati /INFN, Genoa /INFN, Genoa /Genoa U. /INFN, Genoa /INFN, Genoa /Genoa U. /INFN, Genoa /INFN, Genoa /Genoa U. /INFN, Genoa /INFN, Genoa /Genoa U. /Harvard U. /Heidelberg U. /Humboldt U., Berlin /Imperial Coll., London /Iowa U. /Iowa State U. /Johns Hopkins U. /Orsay, LAL /LLNL, Livermore /Liverpool U. /Queen Mary, U. of London /Royal Holloway, U. of London /Louisville U. /Mainz U., Inst. Kernphys. /Manchester U. /Maryland U. /Massachusetts U., Amherst /MIT, LNS /McGill U. /INFN, Milan /Milan U. /INFN, Milan /INFN, Milan /Milan U. /Mississippi U. /Montreal U. /Mt. Holyoke Coll. /INFN, Naples /Naples U. /INFN, Naples /INFN, Naples /Naples U. /NIKHEF, Amsterdam /Notre Dame U. /Ohio State U. /Oregon U. /INFN, Padua /Padua U. /INFN, Padua /INFN, Padua /Padua U. /Paris U., VI-VII /Pennsylvania U. /INFN, Perugia /Perugia U. /INFN, Pisa /Pisa U. /INFN, Pisa /Pisa, Scuola Normale Superiore /INFN, Pisa /Pisa U. /INFN, Pisa /Princeton U. /INFN, Rome /INFN, Rome /Rome U. /INFN, Rome /INFN, Rome /Rome U. /INFN, Rome /INFN, Rome /Rome U. /INFN, Rome /INFN, Rome /Rome U. /INFN, Rome /Rostock U. /Rutherford /DSM, DAPNIA, Saclay /South Carolina U. /SLAC /Stanford U., Phys. Dept. /SUNY, Albany /Tennessee U. /Texas U. /Texas U., Dallas /INFN, Turin /Turin U. /INFN, Trieste /Trieste U. /Valencia U., IFIC /Victoria U. /Warwick U. /Wisconsin U., Madison

    2009-04-17

    We present a search for the decay B{sup +} {yields} {ell}{sup +} {nu}{sub {ell}} ({ell} = {tau}, {mu}, or e) in (458.9 {+-} 5.1) x 10{sup 6} {Upsilon}(4S) decays recorded with the BABAR detector at the SLAC PEP-IIB-Factory. A sample of events with one reconstructed exclusive semi-leptonic B decay (B{sup -} {yields} D{sup 0} {ell}{sup -}{bar {nu}}X) is selected, and in the recoil a search for B{sup +} {yields} {ell}{sup +}{nu}{sub {ell}} signal is performed. The {tau} is identified in the following channels: {tau}{sup +} {yields} e{sup +}{nu}{sub e}{nu}{sub {tau}}, {tau}{sup +} {yields} {mu}{sup +}{nu}{sub {mu}}{nu}{sub {tau}}, {tau}{sup +} {yields} {pi}{sup +}{nu}{sub {tau}}, and {tau}{sup +} {yields} {pi}{sup +}{pi}{sup 0}{nu}{sub {tau}}. The analysis strategy and the statistical procedure is set up for branching fraction extraction or upper limit determination. We determine from the dataset a preliminary measurement of {Beta}(B{sup +} {yields} {tau}{sup +}{nu}{sub {tau}}) = (1.8 {+-} 0.8 {+-} 0.1) x 10{sup -4}, which excludes zero at 2.4{sigma}, and f{sub B} = 230 {+-} 57 MeV. Combination with the hadronically tagged measurement yields {Beta}(B{sup +} {yields} e{sup +}{nu}{sub e}) = (1.8 {+-} 0.6) x 10{sup -4}. We also set preliminary limits on the branching fractions at {Beta}(B{sup +} {yields} e{sup +}{nu}{sub e}) < 7.7 x 10{sup -6} (90% C.L.), {Beta}(B{sup +} {yields} {mu}{sup +}{nu}{sub {mu}}) < 11 x 10{sup -6} (90% C.L.), and {Beta}(B{sup +} {yields} {tau}{sup +}{nu}{sub {tau}}) < 3.2 x 10{sup -4} (90% C.L.).

  1. What Is the Optimal Length of an ELL Program?

    ERIC Educational Resources Information Center

    Hong, Guanglei; Gagne, Joshua; West, Andrew

    2014-01-01

    This study focuses on assessing the contribution of ELL services to Spanish-speaking students' mathematics learning in elementary schools. ELL students tend to have lower average math achievement at school entry and throughout elementary school. The term "ELL services" encompasses English-as-a-second-language (ESL) programs, bilingual…

  2. It’s Eff, En, Ell | Poster

    Cancer.gov

    By Ken Michaels, Staff Writer The other day, in a discussion about implementing new branding standards for the name change to Frederick National Laboratory, Frank Blanchard, our public affairs director, related to me that he had recently been asked, “So how exactly do I pronounce FNL?” His answer was, “Eff, en, ell.” Why? Because FNL is not an acronym.

  3. Under Federal Pressure, District Addresses ELLs

    ERIC Educational Resources Information Center

    Zehr, Mary Ann

    2009-01-01

    Nurta Muktar, a 17-year-old refugee of Somali heritage, learned to read this school year at East High School. It likely would not have happened if East High did not provide classes in basic reading skills for English-language learners (ELLs). And the school likely would not have such classes, some Salt Lake City teachers say, if the U.S.…

  4. Does English Language Learner (ELL) Identification Predict College Remediation Designation? A Comparison by Race and Ethnicity, and ELL Waiver Status

    ERIC Educational Resources Information Center

    Flores, Stella M.; Drake, Timothy A.

    2014-01-01

    Using individual-level longitudinal state administrative data, this analysis examines whether English language learner (ELL) status increases the likelihood of being designated as needing college remediation. We track a cohort of ELL and non-ELL students from first grade to college entry and investigate whether there are differences in…

  5. Academic Growth Trajectories of ELLs in NAEP Data: The Case of Fourth- and Eighth-Grade ELLs and Non-ELLs on Mathematics and Reading Tests

    ERIC Educational Resources Information Center

    Polat, Nihat; Zarecky-Hodge, Ashley; Schreiber, James B.

    2016-01-01

    Utilizing the National Assessment of Educational Progress (NAEP) data, this study examined (1) how fourth and eighth-grade ELLs' mathematics and reading scores on national tests compared to their non-ELL peers' scores over the testing period between 2003 and 2011, and (2) if gender and ethnicity contributed to variation in the growth patterns…

  6. ELL Students and the Library or ELL Estudiantes en la Biblioteca

    ERIC Educational Resources Information Center

    Moorefield-Lang, Heather; Anaya, Gabriela; Shirk, Dawn

    2010-01-01

    Like middle school students, adults would never want to go into a new school not being able to speak the language. Most teachers aren't signing up to teach in Mexico or China unless they know how to speak with their fellow educators and their students. But English Language Learners (ELL) don't have the choices that teachers do. They have been…

  7. New Observables In the Decay Mode \\bar B_d \\-->\\bar K^{0*} \\ell^+ \\ell^-

    SciTech Connect

    Egede, U.; Hurth, T.; Matias, J.; Ramon, M.; Reece, W.; /Imperial Coll., London

    2008-08-07

    We discuss the large set of observables available from the angular distributions of the decay {bar B}{sub d} {yields} {bar K}*{sup 0}{ell}{sup +}{ell}{sup -}. We present a NLO analysis of all observables based on the QCD factorization approach in the low-dilepton mass region and an estimate of {Lambda}/m{sub b} corrections. Moreover, we discuss their sensitivity to new physics. We explore the experimental sensitivities at LHCb (10 fb{sup -1}) and SuperLHCb (100 fb{sup -1}) based on a full-angular fit method and explore the sensitivity to right handed currents. We also show that the previously discussed transversity amplitude A{sub T}{sup (1)} cannot be measured at the LHCb experiment or at future B factory experiments as it requires a measurement of the spin of the final state particles.

  8. Hopefulness for Teachers of ELLs in the Era of NCLB

    ERIC Educational Resources Information Center

    Colombo, Michaela; McMakin, Deborah; Jacobs, Cynthia; Shestok, Carol

    2013-01-01

    In this article the authors explore the role of critical hope as an essential quality in teachers' preparation to teach English Language Learners (ELLs) in the era of No Child Left Behind. The authors found that high stakes testing with inappropriate measures combined with teachers' lack of preparation to teach ELLs resulted in a…

  9. Strategies for Improving Reading Skills among ELL College Students

    ERIC Educational Resources Information Center

    Lei, Simon A.; Berger, Adam M.; Allen, Brigita M.; Plummer, Chad V.; Rosenberg, Worka

    2010-01-01

    In order to successfully complete any college-level courses, English Language Learner (ELL) students must be able to read and comprehend a large volume of academic information. However, many instructors are completely overwhelmed in teaching their respective subject areas and are academically unprepared to teach ELL students appropriate reading…

  10. More than Numbers: Teaching ELLs Mathematical Language in Primary Grades

    ERIC Educational Resources Information Center

    Sistla, Michelle; Feng, Jay

    2014-01-01

    Teaching English Language Learners (ELL) academics while they are acquiring English language skills is a challenge for teachers. This action research examines the use of Response To Intervention (RTI) in teaching ELLs mathematical language and its effect on students' math achievement in primary grades. It shows that when mathematical language…

  11. 8. First Floor of c. 1900 side ell addition. View ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    8. First Floor of c. 1900 side ell addition. View looking from front entrance to rear of former automotive show room. - Vaughn Chevrolet Building, 101-109 East Main Street, Monongahela, Washington County, PA

  12. Testing Accommodations for ELL Students on an Achievement Test Battery

    ERIC Educational Resources Information Center

    Dockery, Lori Lee

    2013-01-01

    How well students perform on standardized tests can affect their educational paths and the rest of their lives. In addition, students' performances on state assessments will affect their schools due to the No Child Left Behind Act. For English language learners (ELLs), the success on tests may be diminished due to their inability to…

  13. Engaging the Families of ELLs: Ideas, Resources, and Activities

    ERIC Educational Resources Information Center

    Rubin, Renee; Abrego, Michelle H.; Sutterby, John A.

    2012-01-01

    Learn how to involve the diverse families of English language learners with the effective, practical approaches in this book. This must-have resource for teachers and school leaders is packed with fresh ideas geared toward building a partnership between school communities and ELL families. The authors begin each chapter with realistic scenarios…

  14. Synergistic Strategies: Science for ELLs Is Science for All

    ERIC Educational Resources Information Center

    Bergman, Daniel

    2011-01-01

    The growing number of students needing additional language support requires extra time in the hectic schedule of a typical science teacher. The good news for busy teachers is that several researchers and educators have crafted methods for using "sheltered instruction" to meet the unique needs of English language learner (ELL) students: "Sheltered…

  15. Elementary ELL Interaction: Mainstream v. Sheltered Instructional Settings

    ERIC Educational Resources Information Center

    Johnston, Joan Ann

    2013-01-01

    This mixed methods study investigated the English verbal interactions of seven 3rd-6th grade beginning level English language learners across three different instructional settings: the mainstream grade level classroom, the sheltered English classroom, and the ELL pullout group. The quantitative component of the study documented significant…

  16. Home-Language Surveys for ELLs under Fire

    ERIC Educational Resources Information Center

    Zehr, Mary Ann

    2010-01-01

    A growing chorus of people are saying that some school districts are overzealous in categorizing students as English-language learners (ELLs) in the aim of complying with federal and state laws to ensure that children of immigrants get extra help with English. They contend that the information requested on the home-language survey that parents are…

  17. Reluctant Middle School ELLs: Creating Conditions for Quality Schoolwork

    ERIC Educational Resources Information Center

    Montgomery, Joel R.

    2009-01-01

    The purpose of this article is to provide middle level educators with an orientation to an intervention designed to facilitate reluctant middle school English language learners (ELLs) engagement in quality schoolwork. The article introduces a new investigation of English language learning through the lens of Glasser's Quality School and Choice…

  18. One to Grow On / If I Were an ELL

    ERIC Educational Resources Information Center

    Tomlinson, Carol Ann

    2016-01-01

    While waiting for an after school meeting to begin, Carol Ann Tomlinson found herself chatting with an high school history teacher as he shared the struggle he faced to help a large population of English language learners (ELLs) who had recently arrived at his school. He spoke of how supporting these students was a new challenge for the staff, and…

  19. Taken from ell into house, northeast looking southwest. Original back ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Taken from ell into house, northeast looking southwest. Original back stairs (now have a floor covering the opening at the top), board and batten door at base of old stairs, and closed off fireplaces behind radiators on both left and right. - Samuel P. Grindle House, 13 School Street, Castine, Hancock County, ME

  20. Promise or Peril?: NCLB and the Education of ELL Students

    ERIC Educational Resources Information Center

    Clewell, Beatriz Chu

    2007-01-01

    The goal of this report is to describe the implementation of the No Child Left Behind (NCLB) Act in school districts and schools with large enrollments of English language learners (ELLs) and immigrant students. The study, drawing from previous research on the demographic characteristics of pre-K-5th grade students and of schools with high limited…

  1. Reading Cooperatively or Independently? Study on ELL Student Reading Development

    ERIC Educational Resources Information Center

    Liu, Siping; Wang, Jian

    2015-01-01

    This study examines the effectiveness of cooperative reading teaching activities and independent reading activities for English language learner (ELL) students at 4th grade level. Based on simple linear regression and correlational analyses of data collected from two large data bases, PIRLS and NAEP, the study found that cooperative reading…

  2. Oral Translation as a Test Accommodation for ELLs

    ERIC Educational Resources Information Center

    Stansfield, Charles W.

    2011-01-01

    The No Child Left Behind (NCLB) Act (US Government, 2001), the current iteration of the Elementary and Secondary Education Act of 1965, makes it clear that states, districts, schools and teachers are accountable for the education of English language learners (ELLs), as well as all other students. To implement an accountability system, NCLB…

  3. ELL Preschoolers' English Vocabulary Acquisition from Storybook Reading

    ERIC Educational Resources Information Center

    Collins, Molly F.

    2010-01-01

    This study investigates the effects of rich explanation, baseline vocabulary, and home reading practices on English language learning (ELL) preschoolers' sophisticated vocabulary learning from storybook reading. Eighty typically developing preschoolers were pretested in L1 (Portuguese) and L2 (English) receptive vocabulary and were assigned to…

  4. In-Service Teachers' Perspectives on Adolescent ELL Writing Instruction

    ERIC Educational Resources Information Center

    Kibler, Amanda K.; Heny, Natasha A.; Andrei, Elena

    2016-01-01

    As writing has assumed increasing importance in discussions of pedagogy for diverse classrooms, attention to the contexts in which secondary teachers develop and implement writing instruction for adolescent English language learners (ELLs) is of great importance. Drawing on ecological language learning theories and situated teacher learning theory…

  5. Addressing the Professional Development Awareness Needs of School Counselors regarding English Language Learners (ELLs): Using the School Cultural Capital Game to Enhance Level of Self-Efficacy with ELLs and Attitudes toward Immigrants

    ERIC Educational Resources Information Center

    Paredes, Maria Adele Brunelli

    2010-01-01

    Close to 4.6 million public school students receive English Language Learner (ELL) services (Kindler, 2002). In addition to educational gaps that exist between ELLs and their non-ELL peers, ELLs often experience significant barriers to academic success (Williams & Butler, 2003). The importance of school counselors in the success of ELLs has been…

  6. Mean Effects of Test Accommodations for ELLs and Non-ELLs: A Meta-Analysis of Experimental Studies

    ERIC Educational Resources Information Center

    Pennock-Roman, Maria; Rivera, Charlene

    2011-01-01

    The objective was to examine the impact of different types of accommodations on performance in content tests such as mathematics. The meta-analysis included 14 U.S. studies that randomly assigned school-aged English language learners (ELLs) to test accommodation versus control conditions or used repeated measures in counter-balanced order.…

  7. CeCu sub 4 A ell and CeCu sub 2 Zn sub 2 A ell : Very heavy fermion systems in high magnetic fields

    SciTech Connect

    Andraka, B.; Kim, J.S. . Dept. of Physics); Stewart, G.R. . Dept. of Physics Augsburg Univ. ); Fisk, Z. )

    1990-01-01

    CeCu{sub 4}A{ell} and CeCu{sub 2}Zn{sub 2}A{ell} are heavy fermion systems with extremely enhanced C/T (specific heat divided by temperature) values of 2.3 and 1.8 J/K{sup 2} respectively as T {yields} 0 K. The field dependence of the low temperature specific heat is also extreme; 11 T reduces C of CeCu{sub 4}A{ell} by more than a factor of five, 12.5 T suppresses C of CeCu{sub 2}Zn{sub 2}A{ell} about seven times. Magnetic field caused changes of the specific heat of CeCu{sub 4}A{ell} are consistent with a single ion Kondo model. Magnetic correlations are at least partially responsible for the enhanced low temperature specific heat of CeCu{sub 2}Zn{sub 2}A{ell}.

  8. A Study of ELL Students' Writing Difficulties: A Call for Culturally, Linguistically, and Psychologically Responsive Teaching

    ERIC Educational Resources Information Center

    Lin, Show Mei

    2015-01-01

    The purpose of this study was to gain a deeper understanding of the difficulties ELL students experience in their writing development from the perspective of twenty ELL students. Through the use of questionnaires and in depth interviews, this study attempted to explore the writing needs or difficulties of ELL students. The findings indicated that…

  9. Co-Teaching ELLs: Riding a Tandem Bike

    ERIC Educational Resources Information Center

    Honigsfeld, Andrea; Dove, Maria G.

    2016-01-01

    Imagine getting on the tandem bike of co-teaching. You have a lot to decide. Who sits in the front and takes the lead? Who takes the backseat? The fact is, neither classroom teachers nor secondary content-area teachers have proven eager to give up leading their lesson when they have a co-teacher present, whether to support ELLs or students with…

  10. Study of B to pi ell nu and B to rho ell nu Decays and Determination of |V_ub|

    SciTech Connect

    Aubert, B.; Barate, R.; Boutigny, D.; Couderc, F.; Karyotakis, Y.; Lees, J.P.; Poireau, V.; Tisserand, V.; Zghiche, A.; Grauges, E.; Palano, A.; Pappagallo, M.; Pompili, A.; Chen, J.C.; Qi, N.D.; Rong, G.; Wang, P.; Zhu, Y.S.; Eigen, G.; Ofte, I.; Stugu, B. /Bergen U. /LBL, Berkeley /UC, Berkeley /Birmingham U. /Ruhr U., Bochum /Bristol U. /British Columbia U. /Brunel U. /Novosibirsk, IYF /UC, Irvine /UCLA /UC, Riverside /UC, San Diego /UC, Santa Barbara /UC, Santa Cruz /Caltech /Cincinnati U. /Colorado U. /Colorado State U. /Dortmund U. /Dresden, Tech. U. /Ecole Polytechnique /Edinburgh U. /Ferrara U. /INFN, Ferrara /Frascati /Genoa U. /INFN, Genoa /Harvard U. /Heidelberg U. /Imperial Coll., London /Iowa U. /Iowa State U. /Orsay, LAL /LLNL, Livermore /Liverpool U. /Queen Mary, U. of London /Royal Holloway, U. of London /Louisville U. /Manchester U. /Maryland U. /Massachusetts U., Amherst /MIT, LNS /McGill U. /Milan U. /INFN, Milan /Mississippi U. /Montreal U. /Mt. Holyoke Coll. /Naples U. /INFN, Naples /NIKHEF, Amsterdam /Notre Dame U. /Ohio State U. /Oregon U. /Padua U. /INFN, Padua /Paris U., VI-VII /Pennsylvania U. /Perugia U. /INFN, Perugia /Pisa U. /INFN, Pisa /Prairie View A-M /Princeton U. /Rome U. /INFN, Rome /Rostock U. /Rutherford /DAPNIA, Saclay /University of South Carolina, Columbia, South Carolina 29208, USA /SLAC /Stanford U., Phys. Dept. /SUNY, Stony Brook /Tennessee U. /Texas U. /Texas U., Dallas /Turin U. /INFN, Turin /Trieste U. /INFN, Trieste /Valencia U., IFIC /Vanderbilt U. /Victoria U. /Warwick U. /Wisconsin U., Madison /Yale U. /Yale U. /Yale U.

    2005-11-17

    We present an analysis of exclusive charmless semileptonic B-meson decays based on 83 million B{bar B} pairs recorded with the BABAR detector at the {Upsilon}(4S) resonance. Using isospin symmetry, we measure branching fractions {Beta}(B{sup 0} {yields} {pi}{sup -}{ell}{sup +}{nu}) = (1.38 {+-} 0.10 {+-} 0.16 {+-} 0.08) x 10{sup -4} and {Beta}(B{sup 0} {yields} {rho}{sup -}{ell}{sup +}{nu}) = (2.14 {+-} 0.21 {+-} 0.48 {+-} 0.28) x 10{sup -4}, where the errors are statistical, experimental systematic, and due to form-factor shape uncertainties. We compare the measured distribution in q{sup 2}, the momentum-transfer squared, with theoretical predictions for the form factors from lattice QCD and light-cone sum rules, and extract the Cabibbo-Kobayashi-Maskawa (CKM) matrix element |V{sub ub}| = (3.82 {+-} 0.14 {+-} 0.22 {+-} 0.11{sub -0.52}{sup +0.88}) x 10{sup -3} from B {yields} {pi}{ell}{nu} where the fourth error reflects the uncertainty of the form-factor normalization.

  11. Achievement and Language Proficiency of Latino Students in Dual Language Programmes: Native English Speakers, Fluent English/Previous ELLs, and Current ELLs

    ERIC Educational Resources Information Center

    Lindholm-Leary, Kathryn; Hernandez, Ana

    2011-01-01

    This article examines the language proficiency and achievement outcomes of Latino students enrolled in a dual language programme who varied by language proficiency (Native English speakers, Current English Language Learners--ELLs, Fluent English Proficient/Previous ELLs). Most previous research has not disaggregated Latino students, especially…

  12. The Arizona Home Language Survey: The Identification of Students for ELL Services

    ERIC Educational Resources Information Center

    Goldenberg, Claude; Rutherford-Quach, Sara

    2010-01-01

    Assuring that English language learners (ELLs) receive the services to which they have a right requires accurately identifying those students. Virtually all states identify ELLs in a two-step process. First, parents fill out a home language survey. Second, students in whose homes a language other than English is spoken and who therefore might…

  13. Teachers' Perceptions of ELL Education: Potential Solutions to Overcome the Greatest Challenges

    ERIC Educational Resources Information Center

    Batt, Ellen G.

    2008-01-01

    Concern for the status of linguistic minority education in Idaho provided motivation to investigate the perceptions of the inservice educators who work most closely with a large proportion of English language learners (ELLs) in the rural state's public schools. This study sought to learn directly from the state's ELL educators what they perceived…

  14. Teacher Preparation for Instructing Middle School ELL Students: A North Carolina Piedmont Perspective

    ERIC Educational Resources Information Center

    Sox, Amanda K.

    2011-01-01

    The North Carolina Public Schools, like other schools in the southeast, have experienced phenomenal growth in their ELL student populations in the last 15 years. This fairly recent influx of ELL students raises questions about the extent to which the schools, and more specifically, the teachers, are prepared to meet the needs of their…

  15. Selecting ELL Textbooks: A Content Analysis of Language-Teaching Models

    ERIC Educational Resources Information Center

    LaBelle, Jeffrey T.

    2011-01-01

    Many middle school teachers lack adequate criteria to critically select materials that represent a variety of L2 teaching models. This study analyzes the illustrated and written content of 33 ELL textbooks to determine the range of L2 teaching models represented. The researchers asked to what extent do middle school ELL texts depict frequency and…

  16. Targeted Observation of ELL Instruction as a Tool in the Preparation of School Leaders

    ERIC Educational Resources Information Center

    Baecher, Laura; Knoll, Marcia; Patti, Janet

    2016-01-01

    Preparing school administrators to promote effective instruction of English language learners (ELLs) is an important dimension of today's educational leadership programs, requiring innovative program activities. This study explores school leadership candidates' use of an observation tool targeted to ELL instruction that incorporated guided video…

  17. High-ELL-Growth States: Expanding Funding Equity and Opportunity for English Language Learners

    ERIC Educational Resources Information Center

    Horsford, Sonya Douglass; Sampson, Carrie

    2013-01-01

    The growing numbers of English language learners across the country provide an opportunity for state policymakers and education leaders to invest in and reap the benefits of a well-educated, culturally competent workforce. In this article, the authors review state-level ELL funding for the ten states experiencing the highest ELL population growth…

  18. Exploring English Language Learners (ELL) Experiences with Scientific Language and Inquiry within a Real Life Context

    ERIC Educational Resources Information Center

    Algee, Lisa M.

    2012-01-01

    English Language Learners (ELL) are often at a distinct disadvantage from receiving authentic science learning opportunites. This study explored English Language Learners (ELL) learning experiences with scientific language and inquiry within a real life context. This research was theoretically informed by sociocultural theory and literature on…

  19. Success with ELLs: Working with English Language Learners--Looking Back, Moving Forward

    ERIC Educational Resources Information Center

    DelliCarpini, Margo; Alonso, Orlando

    2013-01-01

    In the years since 2008, when the "Success with ELLs" column started, these authors have seen many changes to the educational landscape, not dealing specifically with ELLs, but having implications for their education. Probably, the most significant change has been the adoption of the Common Core State Standards (CCSS), which have no…

  20. What to Do with ELLs? Creating Sustainable Structures for Serving English Language Learners in Schools

    ERIC Educational Resources Information Center

    Dahlman, Anne; Hoffman, Patricia

    2009-01-01

    Decision-making about English as a Second Language (ESL) programs is especially challenging in educational contexts where a rapid influx of an English language learner (ELL) population has immigrated into a community that is not accustomed to ethnic and linguistic diversity or; where the ELL population constitutes a sizable (between 15 and 25 %)…

  1. Analysis of Differentiated Instruction in ELL Teachers' Professional Development: A Case Study

    ERIC Educational Resources Information Center

    Chien, Grace Chin-Wen

    2012-01-01

    Starting in the fall of 2009, ELL (English-language learner) instructional coaches began to provide workshops to ELL and general education teachers in a northwest American city. This article aims to analyze the differentiated instruction provided in the workshops. Data in this study include observational field notes, interviews, and documents.…

  2. ELL High School Students' Metacognitive Awareness of Reading Strategy Use and Reading Proficiency

    ERIC Educational Resources Information Center

    Hong-Nam, Kay

    2014-01-01

    This study investigated the metacognitive awareness and reading strategies use of high school-­aged English language learners (ELLs) and the relationship between ELL reading strategy use and reading proficiency as measured by a standardized reading test and self-­rated reading proficiency. Results reveal that participants reported moderate use of…

  3. Toward Sustainable Educational Changes through School-Based Professional Development on ELL Assessment for New Teachers

    ERIC Educational Resources Information Center

    Kim, Youb; Erekson, James; Bunten, Bridget A.; Hinchey, Patricia

    2014-01-01

    Developing teachers' knowledge about assessing English language learners (ELLs) is critical for achieving intended policy outcomes of improving teaching under Race to the Top policy and Common Core State Standards. In addition to teachers' expressed concerns about teaching Common Core State Standards to ELLs in a national survey…

  4. Measurements of the Semileptonic Decays \\Bb\\to D\\ell\

    SciTech Connect

    Aubert, Bernard; Bona, M.; Karyotakis, Y.; Lees, J.P.; Poireau, V.; Prencipe, E.; Prudent, X.; Tisserand, Vincent; Garra Tico, J.; Grauges, E.; Lopez, L.; Palano, Antimo; Pappagallo, M.; Eigen, G.; Stugu, Bjarne; Sun, L.; Abrams, G.S.; Battaglia, M.; Brown, D.N.; Cahn, Robert N.; Jacobsen, R.G.; /LBL, Berkeley /Birmingham U. /Ruhr U., Bochum /Bristol U. /British Columbia U. /Brunel U. /Novosibirsk, IYF /UC, Irvine /UCLA /UC, Riverside /UC, San Diego /UC, Santa Barbara /UC, Santa Cruz /Caltech /Cincinnati U. /Colorado U. /Colorado State U. /Dortmund U. /Dresden, Tech. U. /Ecole Polytechnique /Edinburgh U. /Ferrara U. /INFN, Ferrara /Frascati /Genoa U. /INFN, Genoa /Harvard U. /Heidelberg U. /Humboldt U., Berlin /Imperial Coll., London /Iowa U. /Iowa State U. /Johns Hopkins U. /Karlsruhe U. /Orsay, LAL /LLNL, Livermore /Liverpool U. /Queen Mary, U. of London /Royal Holloway, U. of London /Louisville U. /Manchester U., Comp. Sci. Dept. /Maryland U. /Massachusetts U., Amherst /MIT /McGill U. /Consorzio Milano Ricerche /INFN, Milan /Mississippi U. /Montreal U. /Mt. Holyoke Coll. /Napoli Seconda U. /INFN, Naples /NIKHEF, Amsterdam /Notre Dame U. /Ohio State U. /Oregon U. /Padua U. /INFN, Padua /Paris U., VI-VII /Pennsylvania U. /Perugia U. /INFN, Perugia /INFN, Pisa /Princeton U. /Banca di Roma /Frascati /Rostock U. /Rutherford /DSM, DAPNIA, Saclay /South Carolina U. /SLAC /Stanford U., Phys. Dept. /SUNY, Albany /Tennessee U. /Texas U. /Texas U., Dallas /Turin U. /INFN, Turin /Trieste U. /INFN, Trieste /Valencia U., IFIC /Victoria U. /Warwick U. /Wisconsin U., Madison

    2008-08-28

    Semileptonic {bar B} decays to DX{ell}{bar {nu}} ({ell} = e or {mu}) are selected by reconstructing D{sup 0}{ell} and D{sup +}{ell} combinations from a sample of 230 million {Upsilon}(4S) {yields} B{bar B} decays recorded with the BABAR detector at the PEP-II e{sup +}e{sup -} collider at SLAC. A global fit to these samples in a 3-dimensional space of kinematic variables is used to determine the branching fractions {Beta}(B{sup -} {yields} D{sup 0}{ell}{bar {nu}}) = 2.36 {+-} 0.03 {+-} 0.12% and {Beta}(B{sup -} {yields} D*{sup 0}{ell}{bar {nu}}) = (5.37 {+-} 0.02 {+-} 0.21)% where the errors are statistical and systematic, respectively. The fit also determines form factor parameters in a HQET-based parameterization, resulting in {rho}{sub D}{sup 2} = 1.22 {+-} 0.04 {+-} 0.07 for {bar B} {yields} D{ell}{bar {nu}} and {rho}{sub D*}{sup 2} = 1.21 {+-} 0.02 {+-} 0.07 for {bar B} {yields} D*{ell}{bar {nu}}. These values are used to obtain the product of the CKM matrix element |V{sub cb}| times the form factor at the zero recoil point for both {bar B} {yields} D{ell}{bar {nu}} decays, G(1)|V{sub cb}| = (43.8 {+-} 0.8 {+-} 2.3) x 10{sup -3}, and for {bar B} {yields} D*{ell}{bar {nu}} decays, F(1)|V{sub cb}| = (35.7 {+-} 0.2 {+-} 1.2) x 10{sup -3}.

  5. ELL targets c-Myc for proteasomal degradation and suppresses tumour growth

    PubMed Central

    Chen, Yu; Zhou, Chi; Ji, Wei; Mei, Zhichao; Hu, Bo; Zhang, Wei; Zhang, Dawei; Wang, Jing; Liu, Xing; Ouyang, Gang; Zhou, Jiangang; Xiao, Wuhan

    2016-01-01

    Increasing evidence supports that ELL (eleven–nineteen lysine-rich leukaemia) is a key regulator of transcriptional elongation, but the physiological function of Ell in mammals remains elusive. Here we show that ELL functions as an E3 ubiquitin ligase and targets c-Myc for proteasomal degradation. In addition, we identify that UbcH8 serves as a ubiquitin-conjugating enzyme in this pathway. Cysteine 595 of ELL is an active site of the enzyme; its mutation to alanine (C595A) renders the protein unable to promote the ubiquitination and degradation of c-Myc. ELL-mediated c-Myc degradation inhibits c-Myc-dependent transcriptional activity and cell proliferation, and also suppresses c-Myc-dependent xenograft tumour growth. In contrast, the ELL(C595A) mutant not only loses the ability to inhibit cell proliferation and xenograft tumour growth, but also promotes tumour metastasis. Thus, our work reveals a previously unrecognized function for ELL as an E3 ubiquitin ligase for c-Myc and a potential tumour suppressor. PMID:27009366

  6. Effectively Educating PreK-3rd English Language Learners (ELLs) in Montgomery County Public Schools. A FCD Case Study

    ERIC Educational Resources Information Center

    Marietta, Geoff; Brookover, Elisha

    2011-01-01

    Despite skyrocketing growth in its English Language Learner (ELL) population, Montgomery County Public Schools (MCPS) has been remarkably effective in improving outcomes for ELL students across the district. Achievement has increased, and gaps between ELL students and their native English-speaking peers have decreased. This success is intentional.…

  7. RESEARCH NOTE FROM COLLABORATION: Standard Model Higgs discovery potential of CMS in the H → WW → ellνellν channel

    NASA Astrophysics Data System (ADS)

    Davatz, G.; Dittmar, M.; Giolo-Nicollerat, A.-S.

    2007-03-01

    The discovery potential of the CMS detector for the Standard Model Higgs boson in the H → WW → ellνellν channel is assessed using a full detector simulation. Sources of systematic uncertainties as well as methods to determine backgrounds from data are discussed. If the Standard Model Higgs boson has a mass between 150 GeV and 180 GeV, it should be observed with a significance of more than 5σ with a luminosity of about 10 fb-1.

  8. Differential Item Functioning (DIF) among Spanish-Speaking English Language Learners (ELLs) in State Science Tests

    NASA Astrophysics Data System (ADS)

    Ilich, Maria O.

    Psychometricians and test developers evaluate standardized tests for potential bias against groups of test-takers by using differential item functioning (DIF). English language learners (ELLs) are a diverse group of students whose native language is not English. While they are still learning the English language, they must take their standardized tests for their school subjects, including science, in English. In this study, linguistic complexity was examined as a possible source of DIF that may result in test scores that confound science knowledge with a lack of English proficiency among ELLs. Two years of fifth-grade state science tests were analyzed for evidence of DIF using two DIF methods, Simultaneous Item Bias Test (SIBTest) and logistic regression. The tests presented a unique challenge in that the test items were grouped together into testlets---groups of items referring to a scientific scenario to measure knowledge of different science content or skills. Very large samples of 10, 256 students in 2006 and 13,571 students in 2007 were examined. Half of each sample was composed of Spanish-speaking ELLs; the balance was comprised of native English speakers. The two DIF methods were in agreement about the items that favored non-ELLs and the items that favored ELLs. Logistic regression effect sizes were all negligible, while SIBTest flagged items with low to high DIF. A decrease in socioeconomic status and Spanish-speaking ELL diversity may have led to inconsistent SIBTest effect sizes for items used in both testing years. The DIF results for the testlets suggested that ELLs lacked sufficient opportunity to learn science content. The DIF results further suggest that those constructed response test items requiring the student to draw a conclusion about a scientific investigation or to plan a new investigation tended to favor ELLs.

  9. Measurement of the Absolute Branching Fractions for $D^-_s\\!\\rightarrow\\!\\ell^-\\bar{\

    SciTech Connect

    del Amo Sanchez, P.; Lees, J.P.; Poireau, V.; Prencipe, E.; Tisserand, V.; Garra Tico, J.; Grauges, E.; Martinelli, M.; Palano, A.; Pappagallo, M.; Eigen, G.; Stugu, B.; Sun, L.; Battaglia, M.; Brown, David Nathan; Hooberman, B.; Kerth, L.T.; Kolomensky, Yu.G.; Lynch, G.; Osipenkov, I.L.; Tanabe, T.; /more authors..

    2010-10-27

    The absolute branching fractions for the decays D{sub s}{sup -} {yields} {ell}{sup -}{bar {nu}}{sub {ell}} ({ell} = e, {mu}, or {tau}) are measured using a data sample corresponding to an integrated luminosity of 521 fb{sup -1} collected at center of mass energies near 10.58 GeV with the BABAR detector at the PEP-II e{sup +}e{sup -} collider at SLAC. The number of D{sub s}{sup -} mesons is determined by reconstructing the recoiling system DKX{gamma} in events of the type e{sup +}e{sup -}DKXD*{sub s}{sup -}, where D*{sub s}{sup -} {yields} D{sub s}{sup -}{gamma} and X represents additional pions from fragmentation. The D{sub s}{sup -} {yields} {ell}{sup 0}{nu}{sub {ell}} events are detected by full or partial reconstruction of the recoiling system DKX{gamma}{ell}. The branching fraction measurements are combined to determine the D{sub s}{sup -} decay constant f{sub D{sub s}} = (258.6 {+-} 6.4 {+-} 7.5) MeV, where the first uncertainty is statistical and the second is systematic.

  10. CeCu{sub 4}A{ell} and CeCu{sub 2}Zn{sub 2}A{ell}: Very heavy fermion systems in high magnetic fields

    SciTech Connect

    Andraka, B.; Kim, J.S.; Stewart, G.R. |; Fisk, Z.

    1990-12-31

    CeCu{sub 4}A{ell} and CeCu{sub 2}Zn{sub 2}A{ell} are heavy fermion systems with extremely enhanced C/T (specific heat divided by temperature) values of 2.3 and 1.8 J/K{sup 2} respectively as T {yields} 0 K. The field dependence of the low temperature specific heat is also extreme; 11 T reduces C of CeCu{sub 4}A{ell} by more than a factor of five, 12.5 T suppresses C of CeCu{sub 2}Zn{sub 2}A{ell} about seven times. Magnetic field caused changes of the specific heat of CeCu{sub 4}A{ell} are consistent with a single ion Kondo model. Magnetic correlations are at least partially responsible for the enhanced low temperature specific heat of CeCu{sub 2}Zn{sub 2}A{ell}.

  11. Measurement of the Relative Branching Fractions for B^- to D/D^{*}/D^{**}(D^{(*)}\\pi) \\ell^- \\bar{\

    SciTech Connect

    Aubert, B

    2006-09-26

    We present a study of B semileptonic decays into charm final states based on 211.7 fb{sup -1} of data collected at the {Upsilon}(4S) resonance with the BABAR detector at the PEP-II e{sup +}e{sup -} storage ring. Using a novel technique based on the simultaneous fit of a set of variables reconstructed on the recoil of a B tagged in an hadronic decay mode, we measure the relative branching fractions {Lambda}(B{sup -} {yields} D{sup 0}{ell}{sup -}{bar {nu}}{sub {ell}}) = 0.611 {+-} 0.022 (stat.) {+-} 0.027 (syst.) and {Lambda}(B{sup -} {yields} D**{sup 0})(D{sup (*)}{pi}){ell}{sup -}{bar {nu}}{sub {ell}}/{Lambda}(B{sup -} {yields} DX{ell}{sup -}{bar {nu}}{sub {ell}}) = 0.173 {+-} 0.017 (stat.) {+-} 0.021 (syst.).

  12. Search for the Higgs boson produced with $Z \\to \\ell^+\\ell^-$ in $p\\bar{p}$ collisions at $\\sqrt{s}=$ 1.96 TeV

    SciTech Connect

    Aaltonen, T.; Adelman, J.; Akimoto, T.; Albrow, Michael G.; Alvarez Gonzalez, B.; Amerio, S.; Amidei, Dante E.; Anastassov, A.; Annovi, Alberto; Antos, J.; Apollinari, G.; /Fermilab /Purdue U.

    2008-07-01

    The authors present a search for the Higgs boson in the process q{bar q} {yields} ZN {yields} {ell}{sup +}{ell}{sup -} b{bar b}. The analysis uses an integrated luminosity of 1 fb{sup -1} of p{bar p} collisions produced at {radical}s = 1.96 TeV and accumulated by the upgraded Collider Detector at Fermilab (CDF II). They employ artificial neural networks both to correct jets mismeasured in the calorimeter, and to distinguish the signal kinematic distributions from those of the background. They see no evidence for Higgs boson production, and set 95% CL upper limits on {sigma}{sub ZH} {center_dot} {Beta}(H {yields} b{bar b}), ranging from 1.5 pb to 1.2 pb for a Higgs mass (m{sub H}) of 110 to 150 GeV/c{sup 2}.

  13. The transcription elongation factor ELL2 is specifically upregulated in HTLV-1-infected T-cells and is dependent on the viral oncoprotein Tax

    SciTech Connect

    Mann, Melanie C. Strobel, Sarah Fleckenstein, Bernhard Kress, Andrea K.

    2014-09-15

    The oncoprotein Tax of human T-cell leukemia virus type 1 (HTLV-1) is a potent transactivator of viral and cellular transcription. Here, we identified ELL2 as the sole transcription elongation factor to be specifically upregulated in HTLV-1-/Tax-transformed T-cells. Tax contributes to regulation of ELL2, since transient transfection of Tax increases ELL2 mRNA, Tax transactivates the ELL2 promoter, and repression of Tax results in decrease of ELL2 in transformed T-lymphocytes. However, we also measured upregulation of ELL2 in HTLV-1-transformed cells exhibiting undetectable amounts of Tax, suggesting that ELL2 can still be maintained independent of continuous Tax expression. We further show that Tax and ELL2 synergistically activate the HTLV-1 promoter, indicating that ELL2 cooperates with Tax in viral transactivation. This is supported by our findings that Tax and ELL2 accumulate in nuclear fractions and that they co-precipitate upon co-expression in transiently-transfected cells. Thus, upregulation of ELL2 could contribute to HTLV-1 gene regulation. - Highlights: • ELL2, a transcription elongation factor, is upregulated in HTLV-1-positive T-cells. • Tax transactivates the ELL2 promoter. • Tax and ELL2 synergistically activate the HTLV-1 promoter. • Tax and ELL2 interact in vivo.

  14. The impact of science notebook writing on ELL and low-SES students' science language development and conceptual understanding

    NASA Astrophysics Data System (ADS)

    Huerta, Margarita

    This quantitative study explored the impact of literacy integration in a science inquiry classroom involving the use of science notebooks on the academic language development and conceptual understanding of students from diverse (i.e., English Language Learners, or ELLs) and low socio-economic status (low-SES) backgrounds. The study derived from a randomized, longitudinal, field-based NSF funded research project (NSF Award No. DRL - 0822343) targeting ELL and non-ELL students from low-SES backgrounds in a large urban school district in Southeast Texas. The study used a scoring rubric (modified and tested for validity and reliability) to analyze fifth-grade school students' science notebook entries. Scores for academic language quality (or, for brevity, language ) were used to compare language growth over time across three time points (i.e., beginning, middle, and end of the school year) and to compare students across categories (ELL, former ELL, non-ELL, and gender) using descriptive statistics and mixed between-within subjects analysis of variance (ANOVA). Scores for conceptual understanding (or, for brevity, concept) were used to compare students across categories (ELL, former ELL, non-ELL, and gender) in three domains using descriptive statistics and ANOVA. A correlational analysis was conducted to explore the relationship, if any, between language scores and concept scores for each group. Students demonstrated statistically significant growth over time in their academic language as reflected by science notebook scores. While ELL students scored lower than former ELL and non-ELL students at the first two time points, they caught up to their peers by the third time point. Similarly, females outperformed males in language scores in the first two time points, but males caught up to females in the third time point. In analyzing conceptual scores, ELLs had statistically significant lower scores than former-ELL and non-ELL students, and females outperformed males in

  15. "The Text Opened My Eyes": A Book Club on Teaching Writing to ELLs

    ERIC Educational Resources Information Center

    Andrei, Elena; Ellerbe, Marcie; Cherner, Todd

    2015-01-01

    This qualitative study looked at a book club for US teachers in public schools focused on teaching writing to English language learners (ELLs). To guide the study, the central research questions were: (1) What are teachers' perceptions about a book club professional development experience?; and (2) How are teachers' views about second language…

  16. Inquiry Experiences and the Development of Science Vocabulary and Concepts with English Language Learners (ELLs)

    ERIC Educational Resources Information Center

    Oliver, Tammy Deneene

    2009-01-01

    The primary objective of this project was to analyze the change in use of academic science vocabulary and conceptual understanding of erosion by the ELLs participating in the Math, Science and Language (MSL) camp conducted in 2008. The researcher examined archival data in the form of student journals collected during the MSL camp of 2008. Current…

  17. "Podcast Time": Negotiating Digital Literacies and Communities of Learning in a Middle Years ELL Classroom

    ERIC Educational Resources Information Center

    Smythe, Suzanne; Neufeld, Paul

    2010-01-01

    In response to uneven academic outcomes and resistance to reading and writing among ELLs in a Canadian grade 7 classroom, teachers and university-based researchers collaborated to introduce a podcast project in which children learned new digital and multimodal literacy skills as a pathway to success in academic literacies. Throughout the four…

  18. When Special Education Trumps ESL: An Investigation of Service Delivery for ELLs with Disabilities

    ERIC Educational Resources Information Center

    Kangas, Sara E. N.

    2014-01-01

    Through an ethnographic study of one suburban elementary school, the delivery of services to English language learners (ELLs) with disabilities was investigated. The data analysis revealed that often disability-related and English as a Second Language (ESL) services were in contention, as scheduling, teacher expertise, school culture, and ESL…

  19. Empowering ELLs through Strong Community-School District Partnerships for Enrichment

    ERIC Educational Resources Information Center

    Rivera, Jessica; Donovan-Pendzic, Esperanza; Marion, Mary Jo

    2015-01-01

    The English Language Learner (ELL) Summer Camp in Worcester, Massachusetts--an intensive six-week program that served middle school and high school students from Worcester Public Schools (WPS)--was the product of a five-way partnership that included the school district, higher education institutions (Latino Education Institute [LEI] at Worcester…

  20. Why Should I Go? Florida Teachers' Perceptions of Value in ELL Professional Development

    ERIC Educational Resources Information Center

    Phillips, Jennifer J.

    2013-01-01

    Florida has undergone a 27.8% increase of ELL PreK-12 public school students within the last twenty years (www.fldoe/aala). Of the total student population in Florida, 9.4% speak 230 different languages and dialects with the highest percentage in Hispanic speakers. This is followed by Haitian-Creole, Arabic, Vietnamese, Hmong, Chinese, and Korean…

  1. Second-Generation Challenges for Making Content Assessments Accessible for ELLs

    ERIC Educational Resources Information Center

    Kopriva, Rebecca J.

    2014-01-01

    In this commentary, Rebecca Kopriva examines the articles in this special issue by drawing on her experience from three series of investigations examining how English language learners (ELLs) and other students perceive what test items ask and how they can successfully represent what they know. The first series examined the effect of different…

  2. Strategy Inventory for Language Learning-ELL Student Form: Testing for Factorial Validity

    ERIC Educational Resources Information Center

    Ardasheva, Yuliya; Tretter, Thomas R.

    2013-01-01

    As the school-aged English language learner (ELL) population continues to grow in the United States and other English-speaking countries, psychometrically sound instruments to measure their language learning strategies (LLS) become ever more critical. This study adapted and validated an adult-oriented measure of LLS (50-item "Strategy…

  3. Investigating the Reading Engagement of English Language Learners: A Case Study of Four Middle School ELLs

    ERIC Educational Resources Information Center

    Protacio, Maria Selena O.

    2013-01-01

    This study investigates the reading engagement of four middle school English Language Learners (ELLs) in their English or English as a Second Language (ESL) classroom. Engaged readers are those who address the four components of reading engagement--motivation, strategic knowledge, constructing meaning from texts, and social interactions. In this…

  4. Factors Influencing Middle School Mathematics Teachers' Beliefs about ELLs in Mainstream Classrooms

    ERIC Educational Resources Information Center

    Pettit, Stacie Kae

    2011-01-01

    The purpose of this study was to explore the factors influencing the beliefs middle school mathematics teachers have about English Language Learners (ELLs) in mainstream classrooms. One hundred forty-nine middle school mathematics teachers from 11 school systems in Georgia completed the "Middle School Mathematics Teachers' Beliefs about English…

  5. Web 2.0 Technologies and Parent Involvement of ELL Students: An Ecological Perspective

    ERIC Educational Resources Information Center

    Shin, Dong-shin; Seger, Wendy

    2016-01-01

    This study explores how ELL students' parents participated in a blog-mediated English language arts curriculum in a second grade classroom at a U.S. urban school, and how they supported their children's learning of school-based writing. Adopting ecological perspectives on technological affordances, this study views digital literacy as discursive…

  6. The Impact of Discourse Features of Science Test Items on ELL Performance

    ERIC Educational Resources Information Center

    Kachchaf, Rachel; Noble, Tracy; Rosebery, Ann; Wang, Yang; Warren, Beth; O'Connor, Mary Catherine

    2014-01-01

    Most research on linguistic features of test items negatively impacting English language learners' (ELLs') performance has focused on lexical and syntactic features, rather than discourse features that operate at the level of the whole item. This mixed-methods study identified two discourse features in 162 multiple-choice items on a standardized…

  7. Consistent ELL Guides Proposed Yardsticks: "Interpretation" of NCLB Law Seeks Statewide Yardsticks

    ERIC Educational Resources Information Center

    Zehr, Mary Ann

    2008-01-01

    In a move that could prompt major changes in the way states measure the achievement of English-language learners, the U.S. Department of Education is planning to tell states they must each use a consistent yardstick in determining when a child is fluent in English and when that child no longer needs special ELL services. A proposed…

  8. "My Heart Want to Say Something": Exploring ELL Vocabulary Use through E-Mail

    ERIC Educational Resources Information Center

    Hwang, Sung-on; Piazza, Carolyn L.; Pierce, Michael J.; Bryce, Sara M.

    2011-01-01

    Purpose: The purpose of this paper is to report on one high school English-language-learner's (ELL) breadth and depth of vocabulary as he communicated with his teacher through e-mail across geographic boundaries for over 18 months. Design/methodology/approach: The authors began by separating 358 e-mails into three time periods (first beginning,…

  9. Success with ELLs: Summertime and the Living Is Easy--Retaining English Skills in Summer

    ERIC Educational Resources Information Center

    DelliCarpini, Margo, Ed.

    2009-01-01

    Although summer is a glorious time for many, with a summer off, comes the real issue of potential loss of skills. When English language learning is taken into account, summer has an even greater potential for backslide not only in terms of content but also in English language development. For some ELLs, a summer away from school can also mean a…

  10. The Content-based Reading Approaches (COBRA) Model in the ELL and LD Classroom

    ERIC Educational Resources Information Center

    Lee, Pei-Yi

    2010-01-01

    The Content-based Reading Approaches (COBRA) framework, constructed by Heerman (2002), was made up of the instructional goals designed for reading-learning integrations in subject matter classrooms. ELL and LD students often fail to have sufficient reading skills to succeed within their different academic subjects, consequently it is important for…

  11. Colorin Colorado! ELL Starter Kit for Educators: Tools for Monitoring Language Skills

    ERIC Educational Resources Information Center

    American Federation of Teachers (NJ), 2007

    2007-01-01

    Keeping periodic track of the progress English language learners (ELLs) are making in their second language acquisition skills is essential. Learning a second language is a complex process. It's important for educators to gauge each student's abilities and skills regularly; each English language learner will acquire second language knowledge and…

  12. From Silence to a Whisper to Active Participation: Using Literature Circles with ELL Students

    ERIC Educational Resources Information Center

    Carrison, Catherine; Ernst-Slavit, Gisela

    2005-01-01

    This article discusses benefits of using literature circles with ELL students to strengthen literacy skills and student confidence. Highlighting one teacher's implementation of literature circles, the authors present a candid examination of areas of initial weakness and describe strategies used for improvements in subsequent "rounds." A discussion…

  13. Understanding Subgroups in Common State Assessments: Special Education Students and ELLs. NCEO Brief. Number 4

    ERIC Educational Resources Information Center

    National Center on Educational Outcomes, University of Minnesota, 2011

    2011-01-01

    Although most assessment developers have a sense of the nature of the general student population, they often lack an understanding of the characteristics of special education students and English Language Learners (ELLs) who will participate in the assessment. The Race-to-the-Top Assessment Consortia have the rare opportunity to know who these…

  14. A Cross Case Analysis of Computer Use among ELL University Instructors in Taiwan

    ERIC Educational Resources Information Center

    Yang, Wan-Lin

    2012-01-01

    This study explored the use of computers by Taiwanese English language learning (ELL) teachers at Colleges of Technology in Taiwan. A cross case analysis of four teachers was undertaken to examine these teachers' actions, beliefs, and the contexts they teach in so as to illuminate issues related to the implementation of computers for…

  15. Dropping out of School among ELL Students: Implications to Schools and Teacher Education

    ERIC Educational Resources Information Center

    Sheng, Zhaohui; Sheng, Yanyan; Anderson, Christine J.

    2011-01-01

    English language learners (ELLs) are the most rapidly growing student population in U.S. elementary and secondary schools, and this growth rate will continue throughout the next few decades. Indirect evidence has suggested that the youth population that grows the fastest has the highest risk of dropping out of school. This article reviews the…

  16. Helping ELLs Meet Standards in English Language Arts and Science: An Intervention Focused on Academic Vocabulary

    ERIC Educational Resources Information Center

    August, Diane; Artzi, Lauren; Barr, Christopher

    2016-01-01

    The Common Core State Standards and the Next Generation Science Standards require students to understand and produce academic language that appears in informational text. Vocabulary is a critical domain of academic language, but English language learners (ELLs) come to the English Language Arts classroom with more limited English vocabulary than…

  17. Leading from the Periphery: Collective Stories Told by English Language Learner (ELL) Leaders

    ERIC Educational Resources Information Center

    Morita-Mullaney, Patricia M.

    2014-01-01

    The purpose of this qualitative narrative study was to explore the stories of ELL leaders and how they negotiated local conditions of power, positioned themselves within leadership structures, and formed their identities. Using critical theory, critical race theory, and feminism as interpretive frames, this study addressed the marginalized status…

  18. Overview of the Common Core State Standards Initiatives for ELLs. TESOL Issue Brief

    ERIC Educational Resources Information Center

    TESOL International Association, 2013

    2013-01-01

    The purpose of this issue brief is to provide a comprehensive overview of the policies behind the Common Core State Standards (CCSS) and to outline some of the initiatives now in place to address the needs of English language learners (ELLs) in relation to the CCSS. This issue brief contains the appendices: (1) Assessment Consortia Time Lines; and…

  19. Top Languages Spoken by English Language Learners Nationally and by State. ELL Information Center Fact Sheet Series. No. 3

    ERIC Educational Resources Information Center

    Batalova, Jeanne; McHugh, Margie

    2010-01-01

    While English Language Learner (ELL) students in the United States speak more than 150 languages, Spanish is by far the most common home or first language, but is not the top language spoken by ELLs in every state. This fact sheet, based on analysis of the U.S. Census Bureau's 2009 American Community Survey, documents the top languages spoken…

  20. A Comparison of the Language Skills of ELLs and Monolinguals Who Are Poor Decoders, Poor Comprehenders, or Normal Readers

    ERIC Educational Resources Information Center

    Geva, Esther; Massey-Garrison, Angela

    2013-01-01

    The overall objective of this article is to examine how oral language abilities relate to reading profiles in English language learners (ELLs) and English as a first language (EL1) learners, and the extent of similarities and differences between ELLs and EL1s in three reading subgroups: normal readers, poor decoders, and poor comprehenders. The…

  1. Evaluating College English as a Second Language (ESL) Instructors of School Support and Preparation for Teaching English Language Learners (ELLs)

    ERIC Educational Resources Information Center

    Ahmed, Abdelmonem Saad Abdelhamid

    2013-01-01

    As English language learner (ELL) students are at risk of dropping out of higher education, colleges and universities must make greater efforts to retain them. This study assessed the training quality of English as a second language (ESL) instructors in higher educational institutions in New York City to help ELL students in academics, language…

  2. A Study of a Multiple Component Feedback Approach to Substantive Revision for Secondary ELL and Multilingual Writers

    ERIC Educational Resources Information Center

    Early, Jessica Singer; Saidy, Christina

    2014-01-01

    This mixed method investigation included a quasi-experiment examining if revision instruction enhanced the substantive revising behavior of 15 English language learner (ELL) and multilingual 10th grade students enrolled in an English class for underperforming students in comparison to 14 non-ELL and multilingual students from the same class who…

  3. Reform-Oriented Mathematics in Three 6th Grade Classes: How Teachers Draw in ELLs to Academic Discourse

    ERIC Educational Resources Information Center

    Hansen-Thomas, Holly

    2009-01-01

    Traditionally, mathematics has been considered easy for English language learners (ELLs) due to the belief that math is a "universal language." At the same time, reform-oriented mathematics curricula, designed to promote mathematical discourse, are increasingly being adopted by schools serving large numbers of ELLs. CMP, the Connected Math…

  4. The Impact of Differentiated Instructional Materials on English Language Learner (ELL) Students' Comprehension of Science Laboratory Tasks

    ERIC Educational Resources Information Center

    Manavathu, Marian; Zhou, George

    2012-01-01

    Through a qualitative research design, this article investigates the impacts of differentiated laboratory instructional materials on English language learners' (ELLs) laboratory task comprehension. The factors affecting ELLs' science learning experiences are further explored. Data analysis reveals a greater degree of laboratory task comprehension…

  5. Powerful Learning Tools for ELLs: Using Native Language, Familiar Examples, and Concept Mapping to Teach English Language Learners

    ERIC Educational Resources Information Center

    Dong, Yu Ren

    2013-01-01

    This article highlights how English language learners' (ELLs) prior knowledge can be used to help learn science vocabulary. The article explains that the concept of prior knowledge needs to encompass the ELL student's native language, previous science learning, native literacy skills, and native cultural knowledge and life experiences.…

  6. Exploring English Language Learners (ELL) experiences with scientific language and inquiry within a real life context

    NASA Astrophysics Data System (ADS)

    Algee, Lisa M.

    English Language Learners (ELL) are often at a distinct disadvantage from receiving authentic science learning opportunites. This study explored English Language Learners (ELL) learning experiences with scientific language and inquiry within a real life context. This research was theoretically informed by sociocultural theory and literature on student learning and science teaching for ELL. A qualitative, case study was used to explore students' learning experiences. Data from multiple sources was collected: student interviews, science letters, an assessment in another context, field-notes, student presentations, inquiry assessment, instructional group conversations, parent interviews, parent letters, parent homework, teacher-researcher evaluation, teacher-researcher reflective journal, and student ratings of learning activities. These data sources informed the following research questions: (1) Does participation in an out-of-school contextualized inquiry science project increase ELL use of scientific language? (2) Does participation in an out-of-school contextualized inquiry science project increase ELL understanding of scientific inquiry and their motivation to learn? (3) What are parents' funds of knowledge about the local ecology and does this inform students' experiences in the science project? All data sources concerning students were analyzed for similar patterns and trends and triangulation was sought through the use of these data sources. The remaining data sources concerning the teacher-researcher were used to inform and assess whether the pedagogical and research practices were in alignment with the proposed theoretical framework. Data sources concerning parental participation accessed funds of knowledge, which informed the curriculum in order to create continuity and connections between home and school. To ensure accuracy in the researchers' interpretations of student and parent responses during interviews, member checking was employed. The findings

  7. Experiencing the Needs and Challenges of ELLs: Improving Knowledge and Efficacy of Pre-Service Teachers through the Use of a Language Immersion Simulation

    ERIC Educational Resources Information Center

    Wright-Maley, Cory; Green, Jennifer D.

    2015-01-01

    Pre-service teachers need to understand how to support ELLs in their future classrooms, yet evidence suggests that pre-service ELL training may not be as effective as we need it to be. One promising strategy for increasing pre-service teachers' efficacy and knowledge around teaching ELLs is through a shock-and-show simulation. This strategy…

  8. Are There Peer Effects Associated with Having English Language Learner (ELL) Classmates? Evidence from the Early Childhood Longitudinal Study Kindergarten Cohort (ECLS-K)

    ERIC Educational Resources Information Center

    Cho, Rosa Minhyo

    2012-01-01

    Over the past decade, several state and federal policies have directed schools to mainstream English Language Learner (ELL) students into English-only instruction classrooms. While there is mixed evidence on the effects of these immersion policies on the ELL students, research examining potential peer effects on their non-ELL classmates is…

  9. Interventions for reading difficulties: a comparison of response to intervention by ELL and EFL struggling readers.

    PubMed

    Lovett, Maureen W; De Palma, Maria; Frijters, Jan; Steinbach, Karen; Temple, Meredith; Benson, Nancy; Lacerenza, Léa

    2008-01-01

    This article explores whether struggling readers from different primary language backgrounds differ in response to phonologically based remediation. Following random assignment to one of three reading interventions or to a special education reading control program, reading and reading-related outcomes of 166 struggling readers were assessed before, during, and following 105 intervention hours. Struggling readers met criteria for reading disability, were below average in oral language and verbal skills, and varied in English as a first language (EFL) versus English-language learner (ELL) status. The research-based interventions proved superior to the special education control on both reading outcomes and rate of growth. No differences were revealed for children of EFL or ELL status in intervention outcomes or growth during intervention. Oral language abilities at entry were highly predictive of final outcomes and of reading growth during intervention, with greater language impairment being associated with greater growth. PMID:18560021

  10. Ell3 stimulates proliferation, drug resistance, and cancer stem cell properties of breast cancer cells via a MEK/ERK-dependent signaling pathway

    SciTech Connect

    Ahn, Hee-Jin; Kim, Gwangil; Park, Kyung-Soon

    2013-08-09

    Highlights: •Ell3 enhances proliferation and drug resistance of breast cancer cell lines. •Ell3 is related to the cancer stem cell characteristics of breast cancer cell lines. •Ell3 enhances oncogenicity of breast cancer through the ERK1/2 signaling pathway. -- Abstract: Ell3 is a RNA polymerase II transcription elongation factor that is enriched in testis. The C-terminal domain of Ell3 shows strong similarities to that of Ell (eleven−nineteen lysine-rich leukemia gene), which acts as a negative regulator of p53 and regulates cell proliferation and survival. Recent studies in our laboratory showed that Ell3 induces the differentiation of mouse embryonic stem cells by protecting differentiating cells from apoptosis via the promotion of p53 degradation. In this study, we evaluated the function of Ell3 in breast cancer cell lines. MCF-7 cell lines overexpressing Ell3 were used to examine cell proliferation and cancer stem cell properties. Ectopic expression of Ell3 in breast cancer cell lines induces proliferation and 5-FU resistance. In addition, Ell3 expression increases the cancer stem cell population, which is characterized by CD44 (+) or ALDH1 (+) cells. Mammosphere-forming potential and migration ability were also increased upon Ell3 expression in breast cancer cell lines. Through biochemical and molecular biological analyses, we showed that Ell3 regulates proliferation, cancer stem cell properties and drug resistance in breast cancer cell lines partly through the MEK−extracellular signal-regulated kinase signaling pathway. Murine xenograft experiments showed that Ell3 expression promotes tumorigenesis in vivo. These results suggest that Ell3 may play a critical role in promoting oncogenesis in breast cancer by regulating cell proliferation and cancer stem cell properties via the ERK1/2 signaling pathway.

  11. {B}_{s,d}\\;-\\;{\\bar{B}}_{s,d} mixings and {B}_{s,d}\\;\\to \\;{{\\ell }}^{+}{{\\ell }}^{-} decays within the Manohar-Wise model

    NASA Astrophysics Data System (ADS)

    Cheng, Xiao-Dong; Li, Xin-Qiang; Yang, Ya-Dong; Zhang, Xin

    2015-12-01

    In this paper, we perform a complete one-loop computation of the short-distance Wilson coefficients for {B}s,d-{\\bar{B}}s,d mixings and {B}s,d\\to {{\\ell }}+{{\\ell }}- decays in the Manohar-Wise model, which extends the Standard Model (SM) scalar sector by a colour-octet and weak-doublet scalar. Based on these calculations, combined constraints on the model parameters are derived from the current flavour data, including the {B}s,d-{\\bar{B}}s,d mixings, {B}s,d\\to {μ }+{μ }-, B\\to {X}sγ , B\\to {K}*γ , B\\to ρ γ , and Z\\to b\\bar{b} decays. The future sensitivity to the model is also explored in the observables achievable with 50 {{{fb}}}-1 of LHCb and 50 {{{ab}}}-1 of Belle-II data. We find that the Manohar-Wise model could explain the current data, especially when the couplings of the charged colour-octet scalars to quarks are complex, with the resulting {χ }{{min}}2 being significantly smaller than that of the SM. Finally, we investigate correlations among the two isospin asymmetries {{Δ }}({K}*γ ) and {{Δ }}(ρ γ ), as well as the averaged time-integrated branching ratios \\bar{{B}}({B}s,d\\to {μ }+{μ }-); some of them are found to be quite strong and could provide, therefore, further insights into the model, once more precise experimental measurements and theoretical predictions for these observables are available in the future.

  12. The Intersection of Inquiry-Based Science and Language: Preparing Teachers for ELL Classrooms

    NASA Astrophysics Data System (ADS)

    Weinburgh, Molly; Silva, Cecilia; Smith, Kathy Horak; Groulx, Judy; Nettles, Jenesta

    2014-08-01

    As teacher educators, we are tasked with preparing prospective teachers to enter a field that has undergone significant changes in student population and policy since we were K-12 teachers. With the emphasis placed on connections, mathematics integration, and communication by the New Generation Science Standards (NGSS) (Achieve in Next generation science standards, 2012), more research is needed on how teachers can accomplish this integration (Bunch in Rev Res Educ 37:298-341, 2013; Lee et al. in Educ Res 42(4):223-233, 2013). Science teacher educators, in response to the NGSS, recognize that it is necessary for pre-service and in-service teachers to know more about how instructional strategies in language and science can complement one another. Our purpose in this study was to explore a model of integration that can be used in classrooms. To do this, we examined the change in science content knowledge and academic vocabulary for English language learners (ELLs) as they engaged in inquiry-based science experience utilizing the 5R Instructional Model. Two units, erosion and wind turbines, were developed using the 5R Instructional Model and taught during two different years in a summer school program for ELLs. We analyzed data from interviews to assess change in conceptual understanding and science academic vocabulary over the 60 h of instruction. The statistics show a clear trend of growth supporting our claim that ELLs did construct more sophisticated understanding of the topics and use more language to communicate their knowledge. As science teacher educators seek ways to prepare elementary teachers to help preK-12 students to learn science and develop the language of science, the 5R Instructional Model is one pathway.

  13. Variants in ELL2 influencing immunoglobulin levels associate with multiple myeloma

    PubMed Central

    Swaminathan, Bhairavi; Thorleifsson, Guðmar; Jöud, Magnus; Ali, Mina; Johnsson, Ellinor; Ajore, Ram; Sulem, Patrick; Halvarsson, Britt-Marie; Eyjolfsson, Guðmundur; Haraldsdottir, Vilhelmina; Hultman, Christina; Ingelsson, Erik; Kristinsson, Sigurður Y.; Kähler, Anna K.; Lenhoff, Stig; Masson, Gisli; Mellqvist, Ulf-Henrik; Månsson, Robert; Nelander, Sven; Olafsson, Isleifur; Sigurðardottir, Olof; Steingrimsdóttir, Hlif; Vangsted, Annette; Vogel, Ulla; Waage, Anders; Nahi, Hareth; Gudbjartsson, Daniel F.; Rafnar, Thorunn; Turesson, Ingemar; Gullberg, Urban; Stefánsson, Kári; Hansson, Markus; Thorsteinsdóttir, Unnur; Nilsson, Björn

    2015-01-01

    Multiple myeloma (MM) is characterized by an uninhibited, clonal growth of plasma cells. While first-degree relatives of patients with MM show an increased risk of MM, the genetic basis of inherited MM susceptibility is incompletely understood. Here we report a genome-wide association study in the Nordic region identifying a novel MM risk locus at ELL2 (rs56219066T; odds ratio (OR)=1.25; P=9.6 × 10−10). This gene encodes a stoichiometrically limiting component of the super-elongation complex that drives secretory-specific immunoglobulin mRNA production and transcriptional regulation in plasma cells. We find that the MM risk allele harbours a Thr298Ala missense variant in an ELL2 domain required for transcription elongation. Consistent with a hypomorphic effect, we find that the MM risk allele also associates with reduced levels of immunoglobulin A (IgA) and G (IgG) in healthy subjects (P=8.6 × 10−9 and P=6.4 × 10−3, respectively) and, potentially, with an increased risk of bacterial meningitis (OR=1.30; P=0.0024). PMID:26007630

  14. Differentiating Literacy Growth of ELL Students with LD from Other High-Risk Subgroups and General Education Peers: Evidence from Grades 3-10

    ERIC Educational Resources Information Center

    Solari, Emily J.; Petscher, Yaacov; Folsom, Jessica Sidler

    2014-01-01

    The authors used a large data set (N = 1,011,549) to examine literacy growth over a single school year comparing general education (GenEd) students to three high-risk subgroups: English language learners (ELL), those with a specific learning disability (LD), and those identified as both LD and ELL (LD-ELL) in students in Grades 3-10. The authors…

  15. Promoting social-emotional learning in adolescent Latino ELLs: a study of the culturally adapted Strong Teens program.

    PubMed

    Castro-Olivo, Sara M

    2014-12-01

    The current study evaluated the effects of the culturally adapted Jóvenes Fuertes (Strong Teens) Social-Emotional Learning (SEL) program on the social-emotional outcomes of Latino English language learners (ELLs). A quasi-experimental design with random assignment by classrooms was used to assess the intervention's effects on students' knowledge of SEL and resiliency. A sample of 102 Spanish-dominant Latino ELLs enrolled in middle or high school participated in this study. The results indicated significant intervention effects on SEL knowledge and social-emotional resiliency. The findings are discussed in terms of their implications for preventive, culturally responsive SEL programs in school settings. PMID:24708282

  16. Inquiry experiences and the development of science vocabulary and concepts with English language learners (ELLs)

    NASA Astrophysics Data System (ADS)

    Oliver, Tammy Deneene

    The primary objective of this project was to analyze the change in use of academic science vocabulary and conceptual understanding of erosion by the ELLs participating in the Math, Science and Language (MSL) camp conducted in 2008. The researcher examined archival data in the form of student journals collected during the MSL camp of 2008. Current assessments are not developed to assess both vocabulary development and conceptual understanding. The researcher developed a new assessment tool named JASTO that allowed assessment of both vocabulary and conceptual understanding parallel to one another. JASTO was used to analyze the science journals of the MSL camp of 2008. Data indicate an increase in conceptual understanding of the erosion topic. Some students expressed their understanding using everyday vocabulary and others using academic vocabulary. The type of vocabulary usage was dependent on the English language proficiency of the student.

  17. Comparing Vocabulary Development in Spanish- and Chinese-Speaking ELLs: The Effects of Metalinguistic and Sociocultural Factors

    ERIC Educational Resources Information Center

    Chen, Xi; Ramirez, Gloria; Luo, Yang C.; Geva, Esther; Ku, Yu-Min

    2012-01-01

    This study evaluated the impact of two metalinguistic factors, English derivational awareness and English-Spanish cognate awareness, and the impact of two sociocultural factors, maternal education and children's length of residence in Canada, on English Language Learners (ELLs)' vocabulary knowledge. The participants of the study were 89…

  18. Learning to Write in the Digital Age: ELLs' Literacy Practices in and out of Their Western Urban High School

    ERIC Educational Resources Information Center

    Pu, Jiang

    2013-01-01

    The definition of literacy is constantly changing and expanding. A sociocultural view of Literacy considers literacy to be multiple, multimodal, and multilingual as situated in and across the social and cultural contexts. As technology, new media and social network has reformed many aspects of writing, they provide ELLs (English language learners)…

  19. Exploring a Secondary Urban ESL Program: Addressing the Social, Affective, Linguistic, and Academic Needs of English Language Learners (ELLs)

    ERIC Educational Resources Information Center

    Lundien, Katrina

    2009-01-01

    Offering a high-quality education to English language learners (ELLs) is a challenge in schools across the United States. Yet, few studies have been conducted to investigate high school English as a second language (ESL) programs. This study provides insights into how a Kansas urban high school ESL program promotes access to the curriculum for…

  20. English-Spanish Cognates in the Charlotte Zolotow Award Picture Books: Vocabulary, Morphology, and Orthography Lessons for Latino ELLs

    ERIC Educational Resources Information Center

    Montelongo, Jose A.; Hernandez, Anita C.; Herter, Roberta J.

    2016-01-01

    English-Spanish cognates are words that are orthographically and semantically identical or nearly identical in English and Spanish as a result of a common etymology. Because of the similarities in the two languages, Spanish-dominant Latino English Language Learners (ELLs) can be taught to recognize English cognates thereby increasing their…

  1. Effects of Teacher-Led Reading Teaching Activities and Student Independent Reading on Fourth Grade ELL Student Reading Comprehension

    ERIC Educational Resources Information Center

    Liu, Siping

    2012-01-01

    This dissertation study examines the effects of four teacher-led reading activities recommended by the reading teaching policy and student independent reading activity on the development of English language learners (ELL) reading proficiency at fourth grade in U.S. elementary schools. In this study, I first introduce the significance of studying…

  2. Promoting Social-Emotional Learning in Adolescent Latino ELLs: A Study of the Culturally Adapted "Strong Teens" Program

    ERIC Educational Resources Information Center

    Castro-Olivo, Sara M.

    2014-01-01

    The current study evaluated the effects of the culturally adapted "Jóvenes Fuertes" ("Strong Teens") Social-Emotional Learning (SEL) program on the social-emotional outcomes of Latino English language learners (ELLs). A quasi-experimental design with random assignment by classrooms was used to assess the intervention's…

  3. Delphi Study of Instructional Strategies for English Language Learners with Disabilities: Recommendations from Educators Nationwide. ELLs with Disabilities Report 21

    ERIC Educational Resources Information Center

    Thurlow, Martha; Shyyan, Vitaliy; Barrera, Manuel; Liu, Kristi

    2008-01-01

    This study is part of national research over the past seven years at the National Center on Educational Outcomes focused on identifying and validating instructional strategies for ELLs with disabilities (Shyyan, Thurlow, & Liu, 2008; Thurlow, Albus, Shyyan, Liu, & Barrera, 2004). In recent work (Barrera, Shyyan, Liu, & Thurlow, 2008), educators…

  4. "The Kids Are Terrific: It's the Job that's Tough": The ELL Teacher Role in an Urban Context

    ERIC Educational Resources Information Center

    Trickett, Edison J.; Rukhotskiy, Emma; Jeong, Ansuk; Genkova, Ana; Oberoi, Ashmeet; Weinstein, Traci; Delgado, Yanelet

    2012-01-01

    The present study depicts an ecological portrait of the work lives of 16 ELL high school teachers in an urban context in the United States. Results suggest that their work lives take place within a complex school ecology which affects the kinds of activities they engage in and the opportunities they have to support their students. In this context…

  5. Investigating Head Start Teachers' Beliefs about Language and Literacy Practices for English Language Learners (ELLs)

    ERIC Educational Resources Information Center

    Orner Young, Wendy L.

    2012-01-01

    A changing classroom population and lack of English as a Second Language or bilingual instruction at the preschool level has required Head Start teachers to teach English language and literacy skills to English Language Learners (ELLs). The purpose of this dissertation was to develop and validate a new scale to measure preschool teachers'…

  6. Consequences and Validity of Performance Assessment for English Language Learners: Integrating Academic Language and ELL Instructional Needs into Opportunity to Learn Measures. CSE 678

    ERIC Educational Resources Information Center

    Aguirre-Munoz, Zenaida; Boscardin, Christy Kim; Jones, Barbara; Park, Jae-Eun; Chinen, Marjorie; Shin, Hye Sook; Lee, Janet; Amabisca, Anastasia Aimee; Benner, Aprile

    2006-01-01

    To further the understanding of ELL (under) achievement and broaden the current scope of OTL models, the primary focus of this study was to investigate process and content opportunities that are particularly relevant to improving ELL achievement with particular attention to the relationship between opportunities to acquire academic language and…

  7. Nearly 50 Years Post-Jim Crow: Persisting and Expansive School Segregation for African American, Latina/o, and ELL Students in Texas

    ERIC Educational Resources Information Center

    Vasquez Heilig, Julian; Holme, Jennifer Jellison

    2013-01-01

    This study addresses the segregation of English language learner (ELL) students in schools across Texas. We descriptively analyze levels of racial, economic, and linguistic isolation experienced by ELL students across the state of Texas. We also examine the association between segregation by race/ethnicity, economic disadvantage, and language…

  8. "The Biggest Problem": School Leaders' Covert Construction of Latino ELL Families--Institutional Racism in a Neoliberal Schooling Context

    ERIC Educational Resources Information Center

    Briscoe, Felecia M.

    2014-01-01

    This critical discourse analysis focuses upon the discursive construction of Latino English language learners (ELL) identity within a Texas neoliberal schooling context. Qualitative content analysis was used to examine the construction of Latino ELL identities in the discourses of Texas school leaders practicing under the aegis of neoliberal…

  9. Analysis of English language learner performance on the biology Massachusetts comprehensive assessment system: The impact of english proficiency, first language characteristics, and late-entry ELL status

    NASA Astrophysics Data System (ADS)

    Mitchell, Mary A.

    This study analyzed English language learner (ELL) performance on the June 2012 Biology MCAS, namely on item attributes of domain, cognitive skill, and linguistic complexity. It examined the impact of English proficiency, Latinate first language, first language orthography, and late-entry ELL status. The results indicated that English proficiency was a strong predictor of performance and that ELLs at higher levels of English proficiency overwhelmingly passed. The results further indicated that English proficiency introduced a construct-irrelevant variance on the Biology MCAS and raised validity issues for using this assessment at lower levels of English proficiency. This study also found that ELLs with a Latinate first language consistently had statistically significant lower performance. Late-entry ELL status did not predict Biology MCAS performance.

  10. Glucocorticoids Induce Cardiac Fibrosis via Mineralocorticoid Receptor in Oxidative Stress: Contribution of Elongation Factor Eleven-Nineteen Lysine-Rich Leukemia (ELL)

    PubMed Central

    Omori, Yosuke; Mano, Toshiaki; Ohtani, Tomohito; Sakata, Yasushi; Takeda, Yasuharu; Tamaki, Shunsuke; Tsukamoto, Yasumasa; Miwa, Takeshi; Yamamoto, Kazuhiro; Komuro, Issei

    2014-01-01

    Background Cardiac fibrosis is considered to be a crucial factor in the development of heart failure. Blockade of the mineralocorticoid receptor (MR) attenuated cardiac fibrosis and improved the prognosis of patients with chronic heart failure but the ligand for MR and the regulatory mechanism of MR pathway in the diseased heart are unclear. Here, we investigated whether glucocorticoids can promote cardiac fibrosis through MR in oxidative stress and the involvement of elongation factor eleven-nineteen lysine-rich leukemia (ELL), a co-activator of MR, in this pathway. Methods and Results The MR antagonist eplerenone attenuated corticosterone-induced collagen synthesis assessed by [3H]proline incorporation in rat neonatal cultured cardiac fibroblasts in the presence of H2O2, as an oxidative stress but not in the absence of H2O2. H2O2 increased the ELL expression levels and MR-bound ELL. ELL expression levels and MR-bound ELL were also increased in the left ventricle of heart failure model rats with significant fibrosis and enhanced oxidative stress. Eplerenone did not attenuate corticosterone-induced increase of [3H]proline incorporation in the presence of H2O2 after knockdown of ELL expression using small interfering RNA in cardiac fibroblasts. Conclusion Glucocorticoids can promote cardiac fibrosis via MR in oxidative stress, and oxidative stress modulates MR response to glucocorticoids through the interaction with ELL. Preventing cardiac fibrosis by modulating glucocorticoid-MR-ELL pathway may become a new therapeutic strategy for heart failure. PMID:25349466

  11. L’inhalation de corticostéroïdes est-elle sécuritaire durant la grossesse?

    PubMed Central

    Smy, Laura; Chan, Alvin C.H.; Bozzo, Pina; Koren, Gideon

    2014-01-01

    Résumé Question Une femme atteinte d’asthme léger à modéré, autrement en santé, s’est présentée à ma clinique aujourd’hui après avoir appris qu’elle était enceinte. Elle m’a demandé si elle devait continuer à prendre ses corticostéroïdes en inhalation (CSI) et, dans l’affirmative, s’il pourrait y avoir des risques pour son enfant à naître. Quels seraient vos conseils à ce propos? Réponse Compte tenu des données probantes publiées, les CSI devraient être continués durant toute la grossesse à des doses allant de faibles à modérées et suffisantes pour contrôler les symptômes de l’asthme et prévenir les exacerbations. Il faut toutefois être prudent quand il s’agit de doses de plus de 1 000 µg/j (d’équivalent de béclométasone avec chlorofluorocarbures), quoiqu’il soit actuellement questionnable si de telles doses causeraient des effets indésirables. Il faut renseigner de manière continue les patientes sur l’administration appropriée des CSI et l’observance du traitement, y compris durant le premier trimestre. Un bon contrôle de l’asthme réduira la nécessité de doses plus fortes de CSI et de l’exposition possible à des corticostéroïdes systémiques et diminuera ainsi le risque de résultats périnatals ou de grossesse indésirables.

  12. Ell3 stabilizes p53 following CDDP treatment via its effects on ubiquitin-dependent and -independent proteasomal degradation pathways in breast cancer cells

    PubMed Central

    Ahn, Hee-Jin; Kim, Kwang-Soo; Shin, Kyung-Won; Lim, Kee-Hwan; Kim, Jin-Ock; Lee, Je-Yong; Kim, Jiewan; Park, Ji-Hoon; Yang, Kyung-Min; Baek, Kwang-Hyun; Ko, Jeong-Jae; Park, Kyung-Soon

    2015-01-01

    The tumor suppressor protein p53 is unstable in quiescent cells and undergoes proteosomal degradation. Under conditions of cellular stress, p53 is rapidly stabilized by post-translational modification, thereby escaping degradation and translocating to the nucleus where it activates genes related to cell cycle arrest or apoptosis. Here, we report that the transcription elongation factor Ell3 sensitizes luminal type-cancer cell line, MCF7, which have wild-type p53, to the chemotherapeutic agent cis-diamminedichloroplatinum(II) (CDDP) by stabilizing p53. Overexpression of Ell3 in MCF7 cells suppressed the MDM2-mediated ubiquitin-dependent degradation pathway. In addition, Ell3 promoted binding of p53 to NADH quinone oxidoreductase 1, which is linked to the ubiquitin-independent degradation of p53. We found that Ell3 activates interleukin-20 (IL20) expression, which is linked to the ERK1/2 signaling pathway. Chemical inhibition of ERK1/2 signaling or molecular suppression of IL20 revealed that the ERK1/2 signaling pathway and IL20 are the main causes of p53 stabilization in Ell3-overexpressing MCF7 cells. These findings suggest that the ERK1/2 pathway can be targeted in the rational development of therapies to induce chemosensitization of breast cancer cells. PMID:26540344

  13. Measurement and Interpretation of Moments in Inclusive Semileptonic Decays B-bar to X_c ell^-

    SciTech Connect

    Aubert, Bernard; Karyotakis, Y.; Lees, J.P.; Poireau, V.; Prencipe, E.; Prudent, X.; Tisserand, V.; Garra Tico, J.; Grauges, E.; Martinelli, M.; Palano, A.; Pappagallo, M.; Eigen, G.; Stugu, B.; Sun, L.; Battaglia, M.; Brown, D.N.; Kerth, L.T.; Kolomensky, Yu.G.; Lynch, G.; Osipenkov, I.L.; /LBL, Berkeley /UC, Berkeley /Birmingham U. /Ruhr U., Bochum /British Columbia U. /Brunel U. /Novosibirsk, IYF /UC, Irvine /UCLA /UC, Riverside /UC, San Diego /UC, Santa Barbara /UC, Santa Cruz /Caltech /Cincinnati U. /Colorado U. /Colorado State U. /Dortmund U. /Dresden, Tech. U. /Ecole Polytechnique /Edinburgh U. /INFN, Ferrara /Ferrara U. /INFN, Ferrara /INFN, Ferrara /Ferrara U. /INFN, Ferrara /INFN, Ferrara /Ferrara U. /Frascati /INFN, Genoa /Genoa U. /INFN, Genoa /INFN, Genoa /Genoa U. /INFN, Genoa /INFN, Genoa /Genoa U. /Harvard U. /Heidelberg U. /Humboldt U., Berlin /Imperial Coll., London /Iowa U. /Iowa State U. /Johns Hopkins U. /Orsay, LAL /LLNL, Livermore /Liverpool U. /Queen Mary, U. of London /Royal Holloway, U. of London /Louisville U. /Mainz U., Inst. Kernphys. /Manchester U. /Maryland U. /Massachusetts U., Amherst /MIT, LNS /McGill U. /INFN, Milan /Milan U. /INFN, Milan /INFN, Milan /Milan U. /Mississippi U. /Montreal U. /Mt. Holyoke Coll. /INFN, Naples /Naples U. /INFN, Naples /INFN, Naples /Naples U. /NIKHEF, Amsterdam /Notre Dame U. /Ohio State U. /Oregon U. /INFN, Padua /Padua U. /INFN, Padua /INFN, Padua /Padua U. /Paris U., VI-VII /Pennsylvania U. /INFN, Perugia /Perugia U. /INFN, Pisa /Pisa U. /INFN, Pisa /Pisa, Scuola Normale Superiore /INFN, Pisa /Pisa U. /INFN, Pisa /Princeton U. /INFN, Rome /INFN, Rome /Rome U. /INFN, Rome /INFN, Rome /Rome U. /INFN, Rome /INFN, Rome /Rome U. /INFN, Rome /INFN, Rome /Rome U. /INFN, Rome /Rostock U. /Rutherford /DAPNIA, Saclay /SLAC /South Carolina U. /Stanford U., Phys. Dept. /SUNY, Albany /Tennessee U. /Texas U. /Texas U., Dallas /INFN, Turin /Turin U. /INFN, Trieste /Trieste U. /Valencia U., IFIC /Victoria U. /Warwick U. /Wisconsin U., Madison

    2011-06-28

    We present results for the moments of observed spectra in inclusive semileptonic B-meson decays to charm hadrons {bar B} {yields} X{sub c} {ell}{sup -}{bar {nu}}. Moments of the hadronic-mass and the combined mass-and-energy spectra for different minimum electron or muon momenta between 0.8 and 1.9 GeV/c are obtained from a sample of 232 x 10{sup 6} {Gamma}(4S) {yields} B{bar B} events, collected with the BABAR detector at the PEP-II asymmetric-energy B-meson factory at SLAC. We also present a reevaluation of the moments of electron-energy spectra and partial decay fractions B({bar B} {yields} X{sub c}e{sup -}{bar {nu}}) for minimum electron momenta between 0.6 and 1.5 GeV/c based on a sample of 51 x 10{sup 6} {Gamma}(4S) {yields} B{bar B} events. The measurements are used for the extraction of the total decay fraction, the Cabibbo-Kobayashi-Maskawa (CKM) matrix element |V{sub cb}|, the quark masses m{sub b} and m{sub c}, and four heavy-quark QCD parameters in the framework of a Heavy-Quark Expansion (HQE). We find B({bar B} {yields} X{sub c}{ell}{sup -}{bar {nu}}) = (10.64 {+-} 0.17 {+-} 0.06)% and |V{sub cb}| = (42.05 {+-} 0.45 {+-} 0.70) x 10{sup -3}.

  14. Beyond Subgroup Reporting: English Language Learners with Disabilities in 2002-2003 Online State Assessment Reports. ELLs with Disabilities Report 10

    ERIC Educational Resources Information Center

    Albus, Deb; Thurlow, Martha

    2005-01-01

    Although No Child Left Behind legislation does not require states to report enrollment, participation and performance data for English language learners (ELLs) with disabilities either online or in print-based reports, there is increasing interest in the academic success of this subgroup of students, estimated at about 357,325 nationwide (Zehler,…

  15. Second Language Reading of Adolescent ELLs: A Study of Response to Retrospective Miscue Analysis, Error Coding Methodology and Transfer of L1 Decoding Skills in L2 Reading

    ERIC Educational Resources Information Center

    Latham Keh, Melissa Anne

    2014-01-01

    It is well documented that ELLs face significant challenges as they develop literacy skills in their second language (NCES, 2007, 2011). This population is diverse and growing rapidly in Massachusetts and across the nation (Massachusetts Department of Elementary and Secondary Education, 2013; NCELA, 2011; Orosco, De Schonewise, De Onis, Klingner,…

  16. The Influence of Tier One of RtI[superscript 2] and Instructional Coaching on Teacher Instruction and Student/ELL Learning: A Multiple Case Study

    ERIC Educational Resources Information Center

    Valadez, Frances E.

    2012-01-01

    The purpose of this case study was to demonstrate the influence of Tier 1 of Response to Intervention and Instruction (RtI[superscript 2]) and instructional coaching on teachers' instruction and on students' and English Language Learners' (ELL) learning. Research was conducted in one large urban elementary school. The unit of study…

  17. Frameworks Shaping an Online Professional Development Program for K-12 Teachers of ELLs: Toward Supporting the Sharing of Ideas for Empowering Classroom Teachers Online

    ERIC Educational Resources Information Center

    Smith, Sedef Uzuner

    2014-01-01

    In efforts to maintain America's global competitiveness in the knowledge-based economy, teacher professional development has moved to center stage. With increasing numbers of English language learners (ELLs) in U.S. schools, several states have adopted mandatory professional development for classroom teachers to equip them with the knowledge…

  18. Differentiating literacy growth of ELL students with LD from other high-risk subgroups and general education peers: evidence from grades 3-10.

    PubMed

    Solari, Emily J; Petscher, Yaacov; Folsom, Jessica Sidler

    2014-01-01

    The authors used a large data set (N = 1,011,549) to examine literacy growth over a single school year comparing general education (GenEd) students to three high-risk subgroups: English language learners (ELL), those with a specific learning disability (LD), and those identified as both LD and ELL (LD-ELL) in students in Grades 3-10. The authors were particularly interested in whether variability existed between initial status and the growth trajectories of the three high-risk groups on measures of spelling, fluency, and reading comprehension across the school year and whether this variability was differentiated because of socioeconomic status (SES) as defined by free and reduced lunch (FRL) status. Results indicate that all high-risk groups began the year at substantially lower levels than their GenEd peers, with the largest differences seen between the LD-ELL students and the other subgroups. Further results suggest that students who are in the high-risk subgroups and also qualify for FRL perform significantly worse than their peers in similar risk status groups who do not qualify for FRL, demonstrating the significant impact of SES on academic outcomes for all groups. PMID:23124380

  19. A Comparative Analysis of Pre- and In-Service Teacher Beliefs about Readiness and Self-Competency: Revisiting Teacher Education for ELLs

    ERIC Educational Resources Information Center

    Polat, Nihat

    2010-01-01

    This study addresses differences between pre- and in-service teacher beliefs about readiness and self-competency in helping English language learners' (ELL) language and academic achievement in content area classes. It also examines the role of gender and certain background factors in mediating differences in beliefs while providing suggestions to…

  20. Use of Chunking and Questioning Aloud to Improve the Reading Comprehension of English Language Learners with Disabilities. ELLs with Disabilities Report 17

    ERIC Educational Resources Information Center

    Barrera, Manuel; Liu, Kristi; Thurlow, Martha; Chamberlain, Steve

    2006-01-01

    English language learners (ELLs) with disabilities struggle with reading and the reasons for their struggles are not well understood owing to little knowledge about the impact of disability on language development in either the first or second language (Klingner et al., 2006). Nevertheless, this difficulty in reading achievement historically has…

  1. An Evaluation of Two English Language Learner (ELL) Instructional Models at School District ABC: Pull-In and Push-Out

    ERIC Educational Resources Information Center

    Lloyd, Sonya LaShawn

    2014-01-01

    Providing academic assistance to English Language Learners (ELLs) is varied and often ineffective. The purpose of this causal-comparative study was to determine if there was a relationship between 9th grade students' performance on the High School Graduation Exam (HSGE) in reading and language and the Push-in and Pull-out models of instruction.…

  2. Developmental Changes in the Nature of Language Proficiency and Reading Fluency Paint a More Complex View of Reading Comprehension in ELL and EL1

    ERIC Educational Resources Information Center

    Geva, Esther; Farnia, Fataneh

    2012-01-01

    We examined theoretical issues concerning the development of reading fluency and language proficiency in 390 English Language Learners (ELLs,) and 149 monolingual, English-as-a-first language (EL1) students. The extent to which performance on these constructs in Grade 5 (i.e., concurrent predictors) contributes to reading comprehension in the…

  3. Middle School Principals' Perspectives on Academic Standards-Based Instruction and Programming for English Language Learners with Disabilities. ELLs with Disabilities Report 22

    ERIC Educational Resources Information Center

    Liu, Kristi; Thurlow, Martha; Koo, Haesook; Barrera, Manuel

    2008-01-01

    Previous work by the National Center on Educational Outcomes (K. Liu, Koo, Barrera, & Thurlow, 2008) documented that principals in 10 "successful" middle schools (defined as those making Adequate Yearly Progress (AYP) with ELLs and students with disabilities) were knowledgeable and concerned about the special education referral process for ELLs…

  4. Differential Functioning of Reading Subskills on the OSSLT for L1 and ELL Students: A Multidimensionality Model-Based DBF/DIF Approach

    ERIC Educational Resources Information Center

    Kim, Youn-Hee; Jang, Eunice Eunhee

    2009-01-01

    The increasing numbers of English language learners (ELLs) in Canadian schools pose a significant challenge to the standards-based provincial tests used to measure proficiency levels of all students from various linguistic and cultural backgrounds. This study investigated the extent to which reading item bundles or items on the Ontario Secondary…

  5. The discovery of a new ELL variable star in Centaurus and possibility of detecting new exoplanets using the FRAM telescope

    NASA Astrophysics Data System (ADS)

    Pintr, Pavel; Vápenka, David; Mašek, Martin

    2015-01-01

    We report on the discovery of a new variable star during the search for new exoplanets in the Centaurus constellation from the archive of the FRAM telescope, operated by the FRAM team at Los Leones, near Malargüe, Argentina. The star is catalogued as GSC 08630-01117 (11h 36m 10s -53° 12' 15.04"). From the light curve, the star should be an ELL-type variable. We computed the period P = 0.6311+/- 0.0002 days. The maximum is 13.07 +/- 0.02 mag and minimum is 13.22 +/-0.02 mag (in the Johnson V filter) with an amplitude of about 0.15 mag. We registered this star in the CzeV catalogue and in the VSX catalogue as new variable star CzeV603. The FRAM telescope observed several transits of known exoplanets. These observations show the ability to detect new exoplanets using the FRAM telescope.

  6. The end-Cretaceous in the southwestern Tethys (Elles, Tunisia): orbital calibration of paleoenvironmental events before the mass extinction

    NASA Astrophysics Data System (ADS)

    Thibault, Nicolas; Galbrun, Bruno; Gardin, Silvia; Minoletti, Fabrice; Le Callonnec, Laurence

    2016-04-01

    An integrated study of magnetic mass susceptibility (MS), bulk stable isotopes and calcareous nannofossil paleoecological changes is undertaken on the late Maastrichtian of the Elles section, Tunisia, spanning the last ca. 1 Myr of the Cretaceous. A cyclostratigraphic analysis reveals the presence of Milankovitch frequencies and is used for proposal of two distinct orbital age models and to provide ages of important stratigraphic horizons, relative to the age of the Cretaceous-Paleogene boundary (K-PgB). Principal component analysis (PCA) performed on the nannofossil assemblage reveal two main factors, PCA1, mostly representing fluctuations of D. rotatorius, P. stoveri, Lithraphidites spp., Retecapsa spp., Staurolithites spp., Micula spp., and PCA2, mostly representing fluctuations of A. regularis, C. ehrenbergii, Micula spp., Rhagodiscus spp., W. barnesiae and Zeugrhabdotus spp. Variations in PCA1 and PCA2 match changes in bulk δ13C and δ18O, respectively, and suggest changes in surface-water fertility and temperatures and associated stress. The variations in abundances of high-latitude taxa and the warm-water species Micula murus and in bulk δ18O delineate fast changes in sea-surface paleotemperatures. As in many other sites, an end-Maastrichtian greenhouse warming is highlighted, followed by a short cooling and an additional warm pulse in the last 30 kyr of the Maastrichtian which has rarely been documented so far. Orbital tuning of the delineated climatic events is proposed following the two different age models. Calcareous nannofossil assemblages highlight a decrease in surface-water nutriency, but their species richness remains high through the latest Maastrichtian, indicating, in Tunisia, a weak impact of Deccan volcanism on calcareous nannoplankton diversity before the mass extinction.

  7. $$B \\to \\pi \\ell \

    DOE PAGESBeta

    Flynn, J. M.; Izubuchi, T.; Kawanai, T.; Lehner, C.; Soni, A.; Van de Water, R. S.; Witzel, O.

    2015-04-14

    We calculate the form factors for B → πℓν and Bs → Kℓν decay in dynamical lattice quantum chromodynamics (QCD) using domain-wall light quarks and relativistic b-quarks. We use the (2+1)-flavor gauge-field ensembles generated by the RBC and UKQCD collaborations with the domain-wall fermion action and Iwasaki gauge action. For the b-quarks we use the anisotropic clover action with a relativistic heavy-quark interpretation. We analyze data at two lattice spacings of a ≈ 0.11, 0.086 fm with unitary pion masses as light as Mπ ≈ 290 MeV. We simultaneously extrapolate our numerical results to the physical light-quark masses and tomore » the continuum and interpolate in the pion/kaon energy using SU(2) “hard-pion” chiral perturbation theory for heavy-light meson form factors. We provide complete systematic error budgets for the vector and scalar form factors f + (q2) and f0(q2) for both B → πℓν and Bs → Kℓν at three momenta that span the q2 range accessible in our numerical simulations. Next we extrapolate these results to q2 = 0 using a model-independent z-parametrization based on analyticity and unitarity. We present our final results for f+(q2) and f0(q2)as the coefficients of the series in z and the matrix of correlations between them; this provides a parametrization of the form factors valid over the entire allowed kinematic range. Our results agree with other three-flavor lattice-QCD determinations using staggered light quarks, and have comparable precision, thereby providing important independent cross-checks. Both B → πℓν and Bs → Kℓν decays enable determinations of the Cabibbo-Kobayashi-Maskawa matrix element |Vub|. Furthermore, we perform a combined z-fit of our numerical B → πℓν form-factor data with the experimental measurements of the branching fraction from BABAR and Belle leaving the relative normalization as a free parameter; we obtain |Vub| = 3.61(32)×10-3, where the error includes statistical and all systematic uncertainties. The same approach can be applied to the decay Bs → Kℓν to provide an alternative determination of |Vub| once the process has been measured experimentally. In anticipation of future experimental measurements, we make predictions for B → πℓν and Bs → Kℓν differential branching fractions and forward-backward asymmetries in the Standard Model.« less

  8. Integrated Assessments for ELL

    ERIC Educational Resources Information Center

    Armon, Joan; Morris, Linda J.

    2008-01-01

    Despite the challenges posed by increased time, specialized vocabularies, and balance, integrating writing and drawing with science investigations is beneficial for teachers and students. This month's column explains why this integrated approach is beneficial, and illustrates how teachers can use it to meet the needs of students learning English…

  9. $B \\to \\pi \\ell \

    SciTech Connect

    Flynn, J. M.; Izubuchi, T.; Kawanai, T.; Lehner, C.; Soni, A.; Van de Water, R. S.; Witzel, O.

    2015-04-14

    We calculate the form factors for B → πℓν and Bs → Kℓν decay in dynamical lattice quantum chromodynamics (QCD) using domain-wall light quarks and relativistic b-quarks. We use the (2+1)-flavor gauge-field ensembles generated by the RBC and UKQCD collaborations with the domain-wall fermion action and Iwasaki gauge action. For the b-quarks we use the anisotropic clover action with a relativistic heavy-quark interpretation. We analyze data at two lattice spacings of a ≈ 0.11, 0.086 fm with unitary pion masses as light as Mπ ≈ 290 MeV. We simultaneously extrapolate our numerical results to the physical light-quark masses and to the continuum and interpolate in the pion/kaon energy using SU(2) “hard-pion” chiral perturbation theory for heavy-light meson form factors. We provide complete systematic error budgets for the vector and scalar form factors f + (q2) and f0(q2) for both B → πℓν and Bs → Kℓν at three momenta that span the q2 range accessible in our numerical simulations. Next we extrapolate these results to q2 = 0 using a model-independent z-parametrization based on analyticity and unitarity. We present our final results for f+(q2) and f0(q2)as the coefficients of the series in z and the matrix of correlations between them; this provides a parametrization of the form factors valid over the entire allowed kinematic range. Our results agree with other three-flavor lattice-QCD determinations using staggered light quarks, and have comparable precision, thereby providing important independent cross-checks. Both B → πℓν and Bs → Kℓν decays enable determinations of the Cabibbo-Kobayashi-Maskawa matrix element |Vub|. Furthermore, we perform a combined z-fit of our numerical B → πℓν form-factor data with the experimental measurements of the branching fraction from BABAR and Belle leaving the relative normalization as a free parameter; we obtain |Vub| = 3.61(32)×10-3, where the error includes statistical and all systematic uncertainties. The same approach can be applied to the decay Bs → Kℓν to provide an alternative determination of |Vub| once the process has been measured experimentally. In anticipation of future experimental measurements, we make predictions for B → πℓν and Bs → Kℓν differential branching fractions and forward-backward asymmetries in the Standard Model.

  10. ELLs: What's the Endgame?

    ERIC Educational Resources Information Center

    Rance-Roney, Judith

    2011-01-01

    For many English language learners, the endgame isn't passing state exams--it's attending and graduating from college. Yet schools often focus on a lower target: proficiency. To support the transition of English language learners to postsecondary success, schools should create formal transition plans, provide differentiated guidance, focus on…

  11. Regulation of CDX4 gene transcription by HoxA9, HoxA10, the Mll-Ell oncogene and Shp2 during leukemogenesis

    PubMed Central

    Bei, L; Shah, C; Wang, H; Huang, W; Platanias, L C; Eklund, E A

    2014-01-01

    Cdx and Hox proteins are homeodomain transcription factors that regulate hematopoiesis. Transcription of the HOX and CDX genes decreases during normal myelopoiesis, but is aberrantly sustained in leukemias with translocation or partial tandem duplication of the MLL1 gene. Cdx4 activates transcription of the HOXA9 and HOXA10 genes, and HoxA10 activates CDX4 transcription. The events that break this feedback loop, permitting a decreased Cdx4 expression during normal myelopoiesis, were previously undefined. In the current study, we find that HoxA9 represses CDX4 transcription in differentiating myeloid cells, antagonizing activation by HoxA10. We determine that tyrosine phosphorylation of HoxA10 impairs transcriptional activation of CDX4, but tyrosine phosphorylation of HoxA9 facilitates repression of this gene. As HoxA9 and HoxA10 are phosphorylated during myelopoiesis, this provides a mechanism for differentiation stage-specific Cdx4 expression. HoxA9 and HoxA10 are increased in cells expressing Mll-Ell, a leukemia-associated MLL1 fusion protein. We find that Mll-Ell induces a HoxA10-dependent increase in Cdx4 expression in myeloid progenitor cells. However, Cdx4 decreases in a HoxA9-dependent manner on exposure of Mll-Ell-expressing cells to differentiating cytokines. Leukemia-associated, constitutively active mutants of Shp2 block cytokine-induced tyrosine phosphorylation of HoxA9 and HoxA10. In comparison with myeloid progenitor cells that are expressing Mll-Ell alone, we find increased CDX4 transcription and Cdx4 expression in cells co-expressing Mll-Ell plus constitutively active Shp2. Increased Cdx4 expression is sustained on exposure of these cells to differentiating cytokines. Our results identify a mechanism for increased and sustained CDX4 transcription in leukemias co-overexpressing HoxA9 and HoxA10 in combination with constitutive activation of Shp2. This is clinically relevant, because MLL1 translocations and constitutive Shp2 activation co-exist in

  12. Cloning of ELL, a gene that fuses to MLL in a t(11; 19)(q23; p13. 1) in acute myeloid leukemia

    SciTech Connect

    Thirman, M.J.; Levitan, D.A.; Kobayashi, H.; Simon, M.C.; Rowley, J.D. )

    1994-12-06

    To characterize the functions of MLL fusion transcripts, we cloned the gene that fuses to MLL in the translocation t(11;19)(q23;p13.1). This translocation is distinct from another type of 11;19 translocation with a 19p13.3 breakpoint that results in the fusion of MLL to the ENL gene. By PCR screening of a cDNA library prepared from a patient's leukemia cells with this translocation, we obtained a fusion transcript containing exon 7 of MLL and sequence of an unknown gene. The sequence of this gene was amplified and used as a probe to screen a fetal brain cDNA library. On Northern blot analysis, this cDNA detected a 4.4-kb transcript that was abundant in peripheral blood leukocytes, skeletal muscle, placenta, and testis and expressed at lower levels in spleen, thymus, heart, brain, lung, kidney, liver, and ovary. In addition, a 2.8-kb transcript was present in peripheral blood, testis, and placenta. On [open quotes]zoo blots,[close quotes] this gene was shown to be evolutionarily conserved in 10 mammalian species as well as in chicken, frog, and fish. We have named this gene ELL (for eleven-nineteen lysine-rich leukemia gene). A highly basic, lysine-rich motif of the predicted ELL protein is homologous to similar regions of several proteins, including the DNA-binding domain of poly(ADP-ribose) polymerase. The characterization of the normal functions of ELL as well as its altered function when fused to MLL will be critical to further our understanding of the mechanisms of leukemogenesis. 30 refs., 7 figs.

  13. Cloning of ELL, a gene that fuses to MLL in a t(11;19)(q23;p13.1) in acute myeloid leukemia.

    PubMed Central

    Thirman, M J; Levitan, D A; Kobayashi, H; Simon, M C; Rowley, J D

    1994-01-01

    To characterize the functions of MLL fusion transcripts, we cloned the gene that fuses to MLL in the translocation t(11;19)(q23;p13.1). This translocation is distinct from another type of 11;19 translocation with a 19p13.3 breakpoint that results in the fusion of MLL to the ENL gene. By PCR screening of a cDNA library prepared from a patient's leukemia cells with this translocation, we obtained a fusion transcript containing exon 7 of MLL and sequence of an unknown gene. The sequence of this gene was amplified and used as a probe to screen a fetal brain cDNA library. On Northern blot analysis, this cDNA detected a 4.4-kb transcript that was abundant in peripheral blood leukocytes, skeletal muscle, placenta, and testis and expressed at lower levels in spleen, thymus, heart, brain, lung, kidney, liver, and ovary. In addition, a 2.8-kb transcript was present in peripheral blood, testis, and placenta. On "zoo blots," this gene was shown to be evolutionarily conserved in 10 mammalian species as well as in chicken, frog, and fish. We have named this gene ELL (for eleven-nineteen lysine-rich leukemia gene). A highly basic, lysine-rich motif of the predicted ELL protein is homologous to similar regions of several proteins, including the DNA-binding domain of poly(ADP-ribose) polymerase. The characterization of the normal functions of ELL as well as its altered function when fused to MLL will be critical to further our understanding of the mechanisms of leukemogenesis. Images PMID:7991593

  14. Researchers: ELL Surveys Are Flawed

    ERIC Educational Resources Information Center

    Zehr, Mary Ann

    2010-01-01

    The author reports on a review of state policies by researchers from the University of California, Los Angeles, which raises questions about the validity of the use of home-language surveys as a step to identify students eligible for special help in learning English. While it's ubiquitous in schools across the country, the practice of educators'…

  15. Blues for Elle - Microbial Bebop

    SciTech Connect

    Peter Larsen

    2012-10-01

    This musical composition was created from data of microbes - bacteria, algae and other microorganisms - sampled in the English Channel. (Above, the USS Winston S. Churchill traverses the English Channel.) Argonne National Laboratory biologist Peter Larsen created the songs as a unique way to present and comprehend large datasets. Some marine microbial taxa are most often present in the L4 Station community at very low abundance, but occasionally become highly dominant community members. To link these microbial blooms to relevant physical parameters, the chords in this composition are derived from changes in chlorophyll A concentrations and salinity. The melody for each measure is derived from the relative abundances of typically rare taxa that were observed to occasionally bloom to higher abundance in the following order: Cyanobacteria, Vibrionales, Opitulates, Pseudomondales, Rhizobiales, Bacillales, Oceanospirallales, and Sphingomonadales. More information at http://www.anl.gov/articles/songs-key... Photo: USS Winston S. Churchill and Royal Navy HMS Cumberland transit the English Channel, courtesy U.S. Navy (http://www.flickr.com/photos/usnavy/5...)

  16. Districts Neglecting Programs for ELLs

    ERIC Educational Resources Information Center

    Zehr, Mary Ann

    2010-01-01

    The author reports on state and independent reviews that cite shortcomings in four urban systems. According to the reviews of those school systems over the past two years, four urban districts--in Boston, Massachusetts; Buffalo, New York; Portland, Oregon; and Seattle, Washington--did not provide special help to learn English to all students…

  17. Measurement of the Standard Model $ZZ$ Cross-Section in the $ZZ \\to \\ell\\ell\\ell\\ell$ Channel

    SciTech Connect

    Rodriguez, Tatiana Isabel

    2011-01-01

    In this thesis we study one of the last corners of the Standard Model to be thoroughly investigated in a hadron collider, the production of two simultaneous Z bosons. We analyze 6.1 fb-1 of data produced at Fermilab at a center-of-mass energy √s = 1.96 TeV and recorded by the CDF experiment. The predicted cross-section is 1.4 pb and we measured 2.18+0.64 -0.63 pb (stat) 0:30 (syst) using 14 observed events. This is the largest set of candidate events in this channel yet found and with our estimated signal in the sample of 9.54 events provides the smallest percentage uncertainty on the ZZ cross-section to date. We also use this large set of events to yield kinematic plots and measure ZZ properties that will be of use in probing for new physics in the future.

  18. Reaching ELLs with Mobile Devices

    ERIC Educational Resources Information Center

    Ullman, Ellen

    2010-01-01

    This article profiles Grace Poli, a creative media specialist and technology supervisor at Union City (New Jersey) High School, who uses iPods to engage with students learning English. This area has a high population of limited-English speakers, many of whom come in to the district with no formal education. Poli was determined to find a way to use…

  19. Teaching Argument Writing to ELLs

    ERIC Educational Resources Information Center

    Ferlazzo, Larry; Hull-Sypnieski, Katie

    2014-01-01

    "How in the world are we supposed to apply the Common Core writing standards to teaching English language learners?" The authors propose a tentative answer to a question that has been troubling educators of late. Educators, they suggest, need to keep in mind three crucial elements: Students should (1) begin by reading more informational…

  20. Particle-hole intruder levels in 67Cu, collectivity, monopole shifts, and the hockey-stick behaviour of ell - 1/2 5/2- levels in neutron-rich odd-mass Cu nuclei

    NASA Astrophysics Data System (ADS)

    Walters, W. B.; Chiara, C. J.

    2011-01-01

    A new sequence of gamma rays with energies of 572, 499, 585, and 674 keV has been identified in 67Cu populating the 7/2- level at 2362 keV. Owing to the strong population of the 2362-keV level via an ell = 3 proton pickup reaction, that level is assigned to be an f7/2-1 2-particle-1-hole "intruder" proton configuration, and the new levels are found to form a sequence consistent with intruder sequences in the adjacent odd-mass Cu isotopes and in the odd-mass Sb isotopes. The changing position of the intruder sequence in the odd-mass Cu isotopes is discussed and related to the onset of collectivity associated with the presence of g9/2 neutrons beyond N = 40. The increase in collectivity is also discussed for a number of isotonic and isotopic chains as more protons or neutrons, respectively, are added beyond an oscillator shell boundary. For most of these systems, the ell -1/2 levels show a systematic "hockey-stick-like" behaviour with a sharp decrease in energy with the addition of the first protons or neutrons, owing to both the added collectivity and the tensor interaction, and then a lower slope when collectivity changes are diminished and only the tensor interaction is influencing the changes in level positions.

  1. The Semileptonic Decay Modes {bar{B} rightarrow Dell bar{ν}} and {bar{B}s rightarrow Ds ell bar{ν}}: A New Analysis in Potential Model

    NASA Astrophysics Data System (ADS)

    Hassanabadi, H.; Rahmani, S.; Zarrinkamar, S.

    2016-04-01

    We consider the Schrödinger equation with a combination of Deng-Fan-type and harmonic terms. To solve the corresponding differential equation, we split the equation to two parts: the parent and the perturbation terms. We use the Nikiforov-Uvarov technique to solve the parent part. For the perturbation part, we apply the series expansion method. Next, using the calculated wave function, we investigate some bottom and charm mesons within the Isgur-Wise function formalism. We present especially semileptonic {bar{B} rightarrow Dell bar{ν}} and {bar{B}s rightarrow D_s ell bar{ν }} decay widths, branching ratios and {|V_{cb}|} (element of the CKM matrix). Masses of some pseudoscalar mesons are also indicated. Comparisons of our results with experimental values and other approaches are included.

  2. Ten (Usually Wrong) Ideas about ELLs

    ERIC Educational Resources Information Center

    Gottschalk, Barbara

    2016-01-01

    ESOL teacher Barbara Gottshalk frequently hears well-intentioned but misinformed comments and questions about English language learners and her teaching field. In this article, she clarifies the misconceptions revealed by 10 common remarks--for example, "The students will never learn English if they don't speak it in their home,"…

  3. Roots of Federal ELL Case Run Deep

    ERIC Educational Resources Information Center

    Zehr, Mary Ann

    2009-01-01

    The U.S. Supreme Court will hear oral arguments later this month from a class action Miriam Flores, 42-year-old Mexican-born homemaker, joined on behalf of her first child in 1996. The lawsuit, Flores v. State of Arizona, contends that programs for English-language learners in Nogales are deficient and receive inadequate funding from the state.…

  4. Mainstreaming ELLs into Grade-Level Classes

    ERIC Educational Resources Information Center

    Varela, Elizabeth

    2010-01-01

    The No Child Left Behind Act (NCLB) placed a new focus and accountability on the achievement levels of English learners by requiring that they develop English proficiency and meet the same academic standards that all children are expected to meet by year 2014. Administrators and teachers are looking at ways English learners might progress more…

  5. ELL Programs: Not "One Size Fits All"

    ERIC Educational Resources Information Center

    Honigsfeld, Andrea

    2009-01-01

    Rising immigration in the United States has been accompanied by growth in the number of children from homes where a language other than English is spoken. Of utmost national concern is to provide the best possible program models and educational opportunities to address the diverse needs of this growing group of students. This article provides an…

  6. Illinois May Mandate ELL Rules for Preschool

    ERIC Educational Resources Information Center

    Zehr, Mary Ann

    2010-01-01

    The author reports the proposed regulations in Illinois which would require that districts offer English-learners in preschool the same support as in K-12. Questions are being raised about the proposed regulations. The Illinois board of education is poised to adopt these regulations next month. Should the board do so, it is believed that Illinois…

  7. Design Challenges Are "ELL-elementary"

    ERIC Educational Resources Information Center

    de Romero, Nancy Yocom; Slater, Pat; DeCristofano, Carolyn

    2006-01-01

    It has always been a challenge for elementary school teachers to help special needs students and English learners understand challenging, standards-based science content while their students are still developing English language skills. Through their work as pilot teachers for the Engineering is Elementary (EiE) program developed by the Museum of…

  8. Push under Way to Standardize ELL Definitions

    ERIC Educational Resources Information Center

    Maxwell, Lesli A.

    2013-01-01

    The many ways of identifying which students are English-learners and when they reach proficiency in the language could meld into a more uniform process as a result of the move to common standards and assessments, a profound shift that could drive changes in instruction and provision of resources, experts say. As two big groups of states work to…

  9. Success with ELLs: Assessing ELL Students in Mainstream Classes: A New Dilemma for the Teachers

    ERIC Educational Resources Information Center

    Guler, Nilufer

    2013-01-01

    This article suggests effective approaches to teaching English language learners in ways that can be of benefit to all students in mainstream middle and high school English classes. The five approaches described herein that mainstream ESL teachers can do to make assessments more accurate and reliable, as well as to address heterogeneity, are: (1)…

  10. $B\\to\\pi\\ell\\ell$ Form Factors for New-Physics Searches from Lattice QCD

    SciTech Connect

    Bailey, Jon A.

    2015-10-07

    The rare decay B→πℓ+- arises from b→d flavor-changing neutral currents and could be sensitive to physics beyond the standard model. Here, we present the first ab initio QCD calculation of the B→π tensor form factor fT. Together with the vector and scalar form factors f+ and f0 from our companion work [J. A. Bailey et al., Phys. Rev. D 92, 014024 (2015)], these parametrize the hadronic contribution to B→π semileptonic decays in any extension of the standard model. We obtain the total branching ratio BR(B+→π+μ+μ-)=20.4(2.1)×10-9 in the standard model, which is the most precise theoretical determination to date, and agrees with the recent measurement from the LHCb experiment [R. Aaij et al., J. High Energy Phys. 12 (2012) 125].

  11. $$B\\to\\pi\\ell\\ell$$ Form Factors for New-Physics Searches from Lattice QCD

    DOE PAGESBeta

    Bailey, Jon A.

    2015-10-07

    The rare decay B→πℓ+ℓ- arises from b→d flavor-changing neutral currents and could be sensitive to physics beyond the standard model. Here, we present the first ab initio QCD calculation of the B→π tensor form factor fT. Together with the vector and scalar form factors f+ and f0 from our companion work [J. A. Bailey et al., Phys. Rev. D 92, 014024 (2015)], these parametrize the hadronic contribution to B→π semileptonic decays in any extension of the standard model. We obtain the total branching ratio BR(B+→π+μ+μ-)=20.4(2.1)×10-9 in the standard model, which is the most precise theoretical determination to date, and agreesmore » with the recent measurement from the LHCb experiment [R. Aaij et al., J. High Energy Phys. 12 (2012) 125].« less

  12. $|V_{ub}|$ from $B\\to\\pi\\ell\

    SciTech Connect

    Bailey, Jon A.; et al.

    2015-07-23

    We present a lattice-QCD calculation of the B → πℓν semileptonic form factors and a new determination of the CKM matrix element |Vub|. We use the MILC asqtad (2+1)-flavor lattice configurations at four lattice spacings and light-quark masses down to 1/20 of the physical strange-quark mass. We extrapolate the lattice form factors to the continuum using staggered chiral perturbation theory in the hard-pion and SU(2) limits. We employ a model-independent z parametrization to extrapolate our lattice form factors from large-recoil momentum to the full kinematic range. We introduce a new functional method to propagate information from the chiral-continuum extrapolation to the z expansion. We present our results together with a complete systematic error budget, including a covariance matrix to enable the combination of our form factors with other lattice-QCD and experimental results. To obtain |Vub|, we simultaneously fit the experimental data for the B → πℓν differential decay rate obtained by the BABAR and Belle collaborations together with our lattice form-factor results. We find |Vub|=(3.72±0.16) × 10–3, where the error is from the combined fit to lattice plus experiments and includes all sources of uncertainty. Our form-factor results bring the QCD error on |Vub| to the same level as the experimental error. We also provide results for the B → πℓν vector and scalar form factors obtained from the combined lattice and experiment fit, which are more precisely determined than from our lattice-QCD calculation alone. Lastly, these results can be used in other phenomenological applications and to test other approaches to QCD.

  13. $$|V_{ub}|$$ from $$B\\to\\pi\\ell\

    DOE PAGESBeta

    Bailey, Jon A.; et al.

    2015-07-23

    We present a lattice-QCD calculation of the B → πℓν semileptonic form factors and a new determination of the CKM matrix element |Vub|. We use the MILC asqtad (2+1)-flavor lattice configurations at four lattice spacings and light-quark masses down to 1/20 of the physical strange-quark mass. We extrapolate the lattice form factors to the continuum using staggered chiral perturbation theory in the hard-pion and SU(2) limits. We employ a model-independent z parametrization to extrapolate our lattice form factors from large-recoil momentum to the full kinematic range. We introduce a new functional method to propagate information from the chiral-continuum extrapolation tomore » the z expansion. We present our results together with a complete systematic error budget, including a covariance matrix to enable the combination of our form factors with other lattice-QCD and experimental results. To obtain |Vub|, we simultaneously fit the experimental data for the B → πℓν differential decay rate obtained by the BABAR and Belle collaborations together with our lattice form-factor results. We find |Vub|=(3.72±0.16) × 10–3, where the error is from the combined fit to lattice plus experiments and includes all sources of uncertainty. Our form-factor results bring the QCD error on |Vub| to the same level as the experimental error. We also provide results for the B → πℓν vector and scalar form factors obtained from the combined lattice and experiment fit, which are more precisely determined than from our lattice-QCD calculation alone. Lastly, these results can be used in other phenomenological applications and to test other approaches to QCD.« less

  14. Large Districts to Use Stimulus for ELL Support

    ERIC Educational Resources Information Center

    Zehr, Mary Ann

    2009-01-01

    At least four large urban school districts plan to spend a significant amount of their federal economic-stimulus money to support or improve programs for English-language learners, a fast-growing group in U.S. schools. The districts--Boston, New York City, St. Paul, Minnesota, and Seattle--have had varying degrees of success serving such students.…

  15. Federal Attention on ELL Needs Seen to Wane

    ERIC Educational Resources Information Center

    Maxwell, Lesli A.

    2012-01-01

    As the number of English learners continues to grow faster than that of any other group in the nation's public schools, concerns are mounting that the distinctive needs of those students and the educators who work with them are receiving diminishing attention from the U.S. Department of Education. Even as the federal government spends roughly $750…

  16. Analysis of 2008 NCLB Accountability for ELL Students in California

    ERIC Educational Resources Information Center

    Chavez, Lisa

    2009-01-01

    In "Horne v. Flores," Petitioners in the Supreme Court have argued, among other things, that compliance with the No Child Left Behind Act (NCLB) should satisfy state obligations and, other than "individual instances of discrimination," district obligations to comply with the Equal Educational Opportunities Act. The purpose of this analysis is to…

  17. Research Says / Tap ELLs' Strengths to Spur Success

    ERIC Educational Resources Information Center

    Goodwin, Bryan; Hein, Heather

    2016-01-01

    On the surface, learning a second language may seem to be a simple one- to two-year undertaking. Research shows, however, that it's a far more complex endeavor. This article considers the depth of learning required to become academically proficient in a second language. For instance, language learners learn the basics of reading in a second…

  18. Model Common-Core Unit Piloted for ELL Teachers

    ERIC Educational Resources Information Center

    Maxwell, Lesli A.

    2013-01-01

    Seventh and 8th grade English-learners in selected urban schools will soon dive into some of the most celebrated speeches in U.S. history. They'll dissect, for example, Abraham Lincoln's Gettysburg Address, Martin Luther King Jr.'s "I Have a Dream," and Robert F. Kennedy's "On the Death of Martin Luther King." Though their English-language skills…

  19. Scaffolding through Questions in Upper Elementary ELL Learning

    ERIC Educational Resources Information Center

    Kim, Youb

    2010-01-01

    Among teachers' various classroom discourse strategies, teacher questions are a powerful tool for guiding the linguistic and cognitive development of English as a second language (ESL) students (Gerstein, 1996; Gibbons, 2003). Because we do not know much about effective questioning strategies that support the growth of ESL students' thinking and…

  20. Tools of the Mind: Promoting the School Readiness of ELLs

    ERIC Educational Resources Information Center

    Hammer, Carol Scheffner; Blair, Clancy; Lopez, Lisa; Leong, Deb; Bedrova, Elena

    2012-01-01

    The purpose of this research is to examine the efficacy of "Tools of the Mind". Specifically, the aims of the research are to: (1) Evaluate the short- and long-term outcomes of Tools of the Mind, designed to promote school readiness for Latino preschoolers who are English Language Learners and at risk for later school difficulties; (2) Examine the…

  1. ELLs and Group Work: It Can Be Done Well

    ERIC Educational Resources Information Center

    Zahner, William C.

    2012-01-01

    Small-group discussions are one tool that teachers in linguistically diverse classes can use to promote all students' participation in mathematical discussions. Although many teachers in such classes express reservations about using group work, numerous examples from research and practice have explored teachers successfully using group discussions…

  2. Search for $ZW/ZZ \\to \\ell^+ \\ell^-$ + Jets Production in $p\\bar{p}$ Collisions at CDF

    SciTech Connect

    Ketchum, Wesley Robert

    2012-12-01

    The Standard Model of particle physics describes weak interactions mediated by massive gauge bosons that interact with each other in well-defined ways. Observations of the production and decay of WW, WZ, and ZZ boson pairs are an opportunity to check that these self-interactions agree with the Standard Model predictions. Furthermore, final states that include quarks are very similar to the most prominent final state of Higgs bosons produced in association with a W or Z boson. Diboson production where WW is a significant component has been observed at the Tevatron collider in semi-hadronic decay modes. We present a search for ZW and ZZ production in a final state containing two charged leptons and two jets using 8.9 fb-1 of data recorded with the CDF detector at the Tevatron. We select events by identifying those that contain two charged leptons, two hadronic jets, and low transverse missing energy (ET ). We increase our acceptance by using a wide suite of high-pT lepton triggers and by relaxing many lepton identification requirements. We develop a new method for calculating corrections to jet energies based on whether the originating parton was a quark or gluon to improve the agreement between data and the Monte Carlo simulations used to model our diboson signal and dominant backgrounds. We also make use of neural-network-based discriminants that are trained to pick out jets originating from b quarks and light-flavor quarks, thereby increasing our sensitivity to Z → b$\\bar{b}$ and W=Z → q$\\bar{p'}$0 decays, respectively. The number of signal events is extracted through a simultaneous fit to the dijet mass spectrum in three channels: a heavy-flavor tagged channel, a light-flavor tagged channel, and an untagged channel. We measure σZW/ZZ= 2.5+2.0 -1.0 pb, which is consistent with the SM cross section of 5.1 pb. We establish an upper limit on the cross section of σZW/ZZ < 6.1 pb at 95% CL.

  3. Searches for the baryon- and lepton-number violating decays $B^0\\rightarrow\\Lambda_c^ \\ell^-$, $B^-\\rightarrow\\Lambda\\ell^-$, and $B^-\\rightarrow\\bar{\\Lambda}\\ell^-$

    SciTech Connect

    del Amo Sanchez, P.; Lees, J.P.; Poireau, V.; Prencipe, E.; Tisserand, V.; Garra Tico, J.; Grauges, E.; Martinelli, M.; Milanes, D.A.; Palano, A.; Pappagallo, M.; Eigen, G.; Stugu, B.; Sun, L.; Brown, D.N.; Kerth, L.T.; Kolomensky, Yu.G.; Lynch, G.; Osipenkov, I.L.; Koch, H.; Schroeder, T.; /Ruhr U., Bochum /British Columbia U. /Brunel U. /Novosibirsk, IYF /UC, Irvine /UC, Riverside /UC, Santa Barbara /UC, Santa Cruz /Caltech /Cincinnati U. /Colorado U. /Colorado State U. /Dortmund U. /Dresden, Tech. U. /Ecole Polytechnique /Edinburgh U. /INFN, Ferrara /Ferrara U. /INFN, Ferrara /INFN, Ferrara /Ferrara U. /INFN, Ferrara /Frascati /INFN, Genoa /Genoa U. /INFN, Genoa /INFN, Genoa /Genoa U. /INFN, Genoa /Indian Inst. Tech., Guwahati /Harvard U. /Harvey Mudd Coll. /Heidelberg U. /Humboldt U., Berlin /Imperial Coll., London /Iowa State U. /Iowa State U. /Johns Hopkins U. /Paris U., VI-VII /LLNL, Livermore /Liverpool U. /Queen Mary, U. of London /Royal Holloway, U. of London /Royal Holloway, U. of London /Louisville U. /Mainz U., Inst. Kernphys. /Manchester U. /Maryland U. /Massachusetts U., Amherst /MIT /McGill U. /Milan U. /Milan U. /Milan U. /Milan U. /Milan U. /Mississippi U. /Montreal U. /INFN, Naples /Naples U. /NIKHEF, Amsterdam /NIKHEF, Amsterdam /Notre Dame U. /Ohio State U. /Oregon U. /INFN, Padua /Padua U. /INFN, Padua /INFN, Padua /Padua U. /Paris U., VI-VII /INFN, Perugia /Perugia U. /INFN, Pisa /Pisa U. /INFN, Pisa /Pisa, Scuola Normale Superiore /INFN, Pisa /Pisa U. /INFN, Pisa /Princeton U. /INFN, Rome /INFN, Rome /Rome U. /INFN, Rome /INFN, Rome /Rome U. /INFN, Rome /INFN, Rome /Rome U. /INFN, Rome /INFN, Rome /Rome U. /Rostock U. /Rutherford /DAPNIA, Saclay /SLAC /South Carolina U. /Southern Methodist U. /Stanford U., Phys. Dept. /SUNY, Albany /Tel Aviv U. /Tennessee U. /Texas Nuclear Corp., Austin /Texas U., Dallas /INFN, Turin /Turin U. /INFN, Trieste /Trieste U. /Valencia U. /Victoria U. /Warwick U. /Wisconsin U., Madison

    2011-06-22

    Searches for B mesons decaying to final states containing a baryon and a lepton are performed, where the baryon is either {Lambda}{sub c} or {Lambda} and the lepton is a muon or an electron. These decays violate both baryon and lepton number and would be a signature of physics beyond the standard model. No significant signal is observed in any of the decay modes, and upper limits in the range (3.2 - 520) x 10{sup -8} are set on the branching fractions at the 90% confidence level.

  4. A Search for the Higgs Boson Produced in Association with $Z\\to \\ell^+\\ell^-$ Using the Matrix Element Method at CDF II

    SciTech Connect

    Aaltonen, T.; Adelman, J.; Akimoto, T.; Alvarez Gonzalez, B.; Amerio, S.; Amidei, D.; Anastassov, A.; Annovi, A.; Antos, J.; Apollinari, G.; Apresyan, A.; /Purdue U. /Waseda U.

    2009-08-01

    We present a search for associated production of the standard model (SM) Higgs boson and a Z boson where the Z boson decays to two leptons and the Higgs decays to a pair of b quarks in p{bar p} collisions at the Fermilab Tevatron. We use event probabilities based on SM matrix elements to construct a likelihood function of the Higgs content of the data sample. In a CDF data sample corresponding to an integrated luminosity of 2.7 fb{sup -1} we see no evidence of a Higgs boson with a mass between 100 GeV/c{sup 2} and 150 GeV/c{sup 2}. We set 95% confidence level (C.L.) upper limits on the cross-section for ZH production as a function of the Higgs boson mass m{sub H}; the limit is 8.2 times the SM prediction at m{sub H} = 115 GeV/c{sup 2}.

  5. Decays $D^+_{(s)}\\to \\pi(K)^{+}\\ell^+\\ell^-$ and D0→ℓ+ℓ- in the MSSM with and without R-parity

    NASA Astrophysics Data System (ADS)

    Wang, Ru-Min; Sheng, Jin-Huan; Zhu, Jie; Fan, Ying-Ying; Xu, Yuan-Guo

    2015-04-01

    We study the rare decays D+→π+ℓ+ℓ-, D+s-> K+l+l^- and D0→ℓ+ℓ-(ℓ = e, μ) in the minimal supersymmetic standard model with and without R-parity. Using the strong constraints on relevant supersymmetric parameters from D0-\\bar {D}^0 mixing and K+-> π +ν \\bar {ν } decay, we examine constrained supersymmetry contributions to relevant branching ratios, direct CP violations and ratios of D+(s)-> π (K)+μ +μ ^- and D+(s)-> π (K)+e+e^- decay rates. We find that both R-parity conserving LR as well as RL mass insertions and R-parity violating squark exchange couplings have huge effects on the direct CP violations of D+(s)-> π (K)+l+l^-, moreover, the constrained LR and RL mass insertions still have obvious effects on the ratios of D+(s)-> π (K)+μ +μ ^- and D+(s)-> π (K)+e+e^- decay rates. The direct CP asymmetries and the ratios of D+(s)-> π (K)+μ +μ ^- and D+(s)-> π (K)+e+e^- decay rates are very sensitive to both moduli and phases of relevant supersymmetric parameters. In addition, the differential direct CP asymmetries of D+(s)->π (K)+l^+l^- are studied in detail.

  6. Bridging the Gap: Essential Issues to Address in Recurring Writing Center Appointments with Chinese ELL Students

    ERIC Educational Resources Information Center

    Nan, Frances

    2012-01-01

    As the population of international--and particularly Chinese--students grows in US academic institutions, it is critical that writing center tutors be able to address these students' needs. However, whereas writing tutors at the author's institution are often taught to be indirect and focus on higher order concerns, such strategies are not always…

  7. Interrupting the Professional Schism That Allows Less Successful Educational Practices with ELLs to Persist

    ERIC Educational Resources Information Center

    Hamann, Edmund T.; Reeves, Jenelle

    2013-01-01

    Different worldviews, different histories of induction into teaching, presumed differences in responsibilities, and different emphases in preservice and in-service preparation have all long contributed to enduring schisms that keep general education (or mainstream) teachers and English language support faculty from coordinating and finding common…

  8. ELL Excel: Using Peer Mentoring to Help English Language Learners Excel in American Classrooms

    ERIC Educational Resources Information Center

    Turney, Kristilynn M.

    2013-01-01

    This action research study describes implementation of a peer mentorship program to improve the performance of English language learners at the research site, a suburban high school in Ohio. With the rapidly increasing number of English language learners at the research site as well as schools across the country and the expectations of No Child…

  9. Success with ELLs: A Decade of ESOL Experience in about a Thousand Words

    ERIC Educational Resources Information Center

    Dailey, Alex

    2009-01-01

    In this article, the author shares her experience and the lessons learned in teaching English to Speakers of Other Languages (ESOL) for a decade. After thousands of lessons, uncountable revisions to those lessons, numerous hours of professional development, access to dozens of talented colleagues, and an abundance of thoughts and insights from…

  10. Skeptics to Partners: University Teams with District to Improve ELL Instruction

    ERIC Educational Resources Information Center

    O'Neal, Debra; Ringler, Marjorie C.; Lys, Diana B.

    2009-01-01

    This article describes how an effort to help two schools achieve high levels of teacher implementation of the Sheltered Instruction Observation Protocol (SIOP) resulted in a deeper understanding of the true learning value of a sustained and committed partnership among university faculty, district personnel, and school-based educators. The…

  11. Ameliorating the English Reading Comprehension of Spanish-Speaking ELLs through a Reciprocal Teaching Intervention

    ERIC Educational Resources Information Center

    Ramos, Jose A.

    2012-01-01

    Through a single-subject multiple-baseline across-participants design, the present study examined the effects of Reciprocal Teaching (RT) instruction and Spanish use on the cognitive strategy use and English reading comprehension of four, 4th grade Spanish-speaking bilingual students that are "good" decoders but "poor"…

  12. The Ability of Oral Fluency to Predict Reading Comprehension among ELL Children Learning to Read

    ERIC Educational Resources Information Center

    Millett, Joseph Ridge

    2011-01-01

    The current study analyzed existing data, collected under a previous U.S. Department of Education Reading First grant, to investigate the strength of the relationship between scores on the first- through third-grade Dynamic Indicators of Basic Early Literacy Skills-Oral Reading Fluency (DIBELS-ORF) test and scores on a reading comprehension test…

  13. Compare, Contrast, Comprehend: Using Compare-Contrast Text Structures with ELLs in K-3 Classrooms

    ERIC Educational Resources Information Center

    Dreher, Mariam Jean; Gray, Jennifer Letcher

    2009-01-01

    In this article, we describe how to help primary-grade English language learners use compare-contrast text structures. Specifically, we explain (a) how to teach students to identify the compare-contrast text structure, and to use this structure to support their comprehension, (b) how to use compare-contrast texts to activate and extend students'…

  14. Teacher Learning and ELL Reading Achievement in Sheltered Instruction Classrooms: Linking Professional Development to Student Development

    ERIC Educational Resources Information Center

    McIntyre, Ellen; Kyle, Diane; Chen, Cheng-Ting; Munoz, Marco; Beldon, Scott

    2010-01-01

    The increase in language minority students in U.S. schools has drawn attention to instructional models designed to assist these students. It is critical that literacy educators understand the potential of these models for literacy achievement. This study was designed to examine reading achievement of elementary English language learners in…

  15. Making Learning Active with Interactive Whiteboards, Podcasts, and Digital Storytelling in ELL Classrooms

    ERIC Educational Resources Information Center

    Hur, Jung Won; Suh, Suhyun

    2012-01-01

    The purpose of this study was to examine effective ways to integrate an interactive whiteboard, podcast, and digital storytelling for language proficiency development in English language learners. Researchers integrated these three technologies into a 60-hour intensive summer English program and investigated their impacts on student vocabulary…

  16. Show & Tell: A Video Column/Setting Clear Learning Purposes for ELLs

    ERIC Educational Resources Information Center

    Fisher, Doug; Frey, Nancy

    2016-01-01

    The language of school is demanding; much of the content is decontextualized and abstract, and it concerns matters that are far removed from the daily life. Students are expected to learn about rain forests and prime numbers, literary motifs, and historical events that occurred centuries ago. Consider the additional cognitive demands confronting…

  17. Relations between Teacher Questioning and Student Talk in One Elementary ELL Classroom

    ERIC Educational Resources Information Center

    Boyd, Maureen P.

    2015-01-01

    The purpose of this article is to raise awareness of how the varied form and responsive and response-able use of teacher questions can invite and direct not only more student talk in classrooms but elicit specific and varied features of student talk that enhance comprehension building and provide evidence of student engagement and high-level…

  18. Increasing Engagement and Oral Language Skills of ELLs through the Arts in the Primary Grades

    ERIC Educational Resources Information Center

    Brouillette, Liane; Childress-Evans, Karen; Hinga, Briana; Farkas, George

    2014-01-01

    In this article, we look at the impact of an arts integration program offered at five large urban elementary schools on the daily attendance and oral language skills of children in kindergarten through second grade. Many of the children attending these schools spoke a language other than English at home. Teaching artists visited each class weekly…

  19. Perceptions and Use of Language Learning Strategies among ESL Teachers and ELLs

    ERIC Educational Resources Information Center

    Ardasheva, Yuliya; Tretter, Thomas R.

    2012-01-01

    This survey study explored perceptions and use of language learning strategies among English as a second language teachers and English-learning students (Grades 3-8, 10, and 11). The sample comprised 1,057 students (651 elementary, 275 middle, and 131 high school) and 54 teachers (31 elementary, 11 middle, and 12 high school) from 38 schools…

  20. The Common Core, English Learners, and Morphology 101: Unpacking LS.4 for ELLs

    ERIC Educational Resources Information Center

    Hickey, Pamela J.; Lewis, Tarie

    2013-01-01

    The Common Core Learning Standards set forth learning goals for all students, including English learners, but this document does not provide information on effective literacy instruction for English learners or unpack the specific resources and challenges that bilingual students bring to the classroom. Language Standard 4 addresses morphological…

  1. Pathways of Knowing: Integrating Citizen Science and Critical Thinking in the Adult ELL Classroom

    ERIC Educational Resources Information Center

    Basham, Melody

    2012-01-01

    This action research study examines what common perceptions and constructs currently exist in educating adult immigrants in Arizona and considers how might the integration of citizen science with the current English curriculum promote higher order thinking and educational equity in this population. A citizen science project called the Mastodon…

  2. A Short Study of Effective Science Instruction for ELL Junior Students

    ERIC Educational Resources Information Center

    Broer, Kathleen

    2013-01-01

    This study was the result of classroom action-based research class in a mainstreamed class of 26; 6 students were special ed and 2 students were English Language Learners. Because it was a split grade, I had double the amount of science topics from which to choose. This study examined quality experiments for junior students and optimal strategies…

  3. Herself: Elle-Meme. Report of the Nova Scotia Task Force on the Status of Women.

    ERIC Educational Resources Information Center

    Nova Scotia Task Force on the Status of Women, Halifax.

    This report to the Canadian Government from the Nova Scotia Women's Task Force examines the social issues and problems pertaining to the women's movement in that province. Discussions are provided on the situations and attitudes toward homemakers, working women, marriage, divorce, child care, education, health, and political participation.…

  4. A University and Middle-School Partnership: Preservice Teachers' Attitudes toward ELL Students

    ERIC Educational Resources Information Center

    Walker-Dalhouse, Doris; Sanders, Vonnie; Dalhouse, A. Derick

    2009-01-01

    This article addresses the knowledge and attitudes of preservice teachers about refugee English Language Learners before and after engaging in a pen pal writing project. The results reflect positive changes in the preservice teachers' understanding of their attitudes toward refugee English Language Learners and in their understanding of the…

  5. Analysis of the National Science Foundation's Discovery Research K-12 ELL Projects

    ERIC Educational Resources Information Center

    Caswell, Linda; Martinez, Alina; Lee, Okhee; Berns, Barbara Brauner; Rhodes, Hilary

    2016-01-01

    Background/Context: Educational and societal phenomena can converge to draw attention to a new focus, such as ELs and STEM, and then trigger new research interests. A funding program can play a critical role in shaping these new research interests by prioritizing specific research topics and designs or by requiring particular specializations of…

  6. Supporting Early Oral Language Skills for Preschool ELL in an EFL Context, Mauritius: Possibilities and Challenges

    ERIC Educational Resources Information Center

    Auleear Owodally, Ambarin Mooznah

    2015-01-01

    In Mauritius, Kreol is the home language of the majority of school children, while English is the main language of literacy and the main written medium of instruction as from the first year of primary schooling. This has had a backwash effect on the preschool sector, where English is introduced. A cross-sectional study of local preschools revealed…

  7. Integrating Career Skills into the English Class for ELLs: Promise and Peril

    ERIC Educational Resources Information Center

    DelliCarpini, Margo, Ed.

    2010-01-01

    Last year the author had the pleasure of working with a team of dedicated teachers in an alternative high school setting on the implementation of a grant she had written for their program. The grant was the Carl D. Perkins Career and Technical Education (CTE) Act grant, federally distributed to the states. As the grant writer and teacher…

  8. Impacting Attitudes of ELL Students: Integrated Learning Communities in Introductory Science Courses

    ERIC Educational Resources Information Center

    Fayon, Annia K.; Goff, Emily; Duranczyk, Irene M.

    2010-01-01

    In large introductory science courses at the postsecondary level, there is significant anecdotal evidence of traditionally underrepresented students disengaging from the lectures, resulting in withdrawals or failures. Because these science courses often fulfill graduation requirements and provide the students with broad introductions to basic…

  9. Measurements of the $ZZ$ production cross sections in the $2\\ell2\

    SciTech Connect

    Khachatryan, Vardan

    2015-10-29

    Measurements of the ZZ production cross sections in proton–proton collisions at center-of-mass energies of 7 and 8 TeV are presented. We found that candidate events for the leptonic decay mode ZZ → 2l2ν, where l denotes an electron or a muon, are reconstructed and selected from data corresponding to an integrated luminosity of 5.1 (19.6)fb-1 at 7 (8) TeV collected with the CMS experiment. The measured cross sections, σ(pp → ZZ)=5.1+1.5-1.4(stat)+1.4-1.1(syst)±0.1(lumi)pb at 7 TeV, and 7.2+0.8-0.8(stat)+1.9-1.5(syst)±0.2(lumi)pb at 8 TeV, are in good agreement with the standard model predictions with next-to-leading-order accuracy. Furthermore, the selected data are analyzed to search for anomalous triple gauge couplings involving the ZZ final state. In the absence of any deviation from the standard model predictions, limits are set on the relevant parameters. As a result, these limits are then combined with the previously published CMS results for ZZ in 4l final states, yielding the most stringent constraints on the anomalous couplings.

  10. Measurements of the $ZZ$ production cross sections in the $$2\\ell2\

    DOE PAGESBeta

    Khachatryan, Vardan

    2015-10-29

    Measurements of the ZZ production cross sections in proton–proton collisions at center-of-mass energies of 7 and 8 TeV are presented. We found that candidate events for the leptonic decay mode ZZ → 2l2ν, where l denotes an electron or a muon, are reconstructed and selected from data corresponding to an integrated luminosity of 5.1 (19.6)fb-1 at 7 (8) TeV collected with the CMS experiment. The measured cross sections, σ(pp → ZZ)=5.1+1.5-1.4(stat)+1.4-1.1(syst)±0.1(lumi)pb at 7 TeV, and 7.2+0.8-0.8(stat)+1.9-1.5(syst)±0.2(lumi)pb at 8 TeV, are in good agreement with the standard model predictions with next-to-leading-order accuracy. Furthermore, the selected data are analyzed to search formore » anomalous triple gauge couplings involving the ZZ final state. In the absence of any deviation from the standard model predictions, limits are set on the relevant parameters. As a result, these limits are then combined with the previously published CMS results for ZZ in 4l final states, yielding the most stringent constraints on the anomalous couplings.« less

  11. Transiency in Urban Schools: Challenges and Opportunities in Educating ELLs with a Migrant Background

    ERIC Educational Resources Information Center

    Nevarez-La Torre, Aida A.

    2012-01-01

    Many urban classrooms are facing an influx of students who are transient, part of migrant families who decide to reside in cities and large urban centers looking for financial stability and better educational opportunities for their children. This represents a different challenge for English as a second language, bilingual, and mainstream teachers…

  12. Interdisciplinary Teaching in Elementary Schools: Educating English Language Learner (ELL) Students with Multidimensional Practices

    ERIC Educational Resources Information Center

    Rodriguez-Valls, Fernando

    2012-01-01

    School accountability has funnelled educational practices into a path where teaching practices are heavily centred in Language Arts instruction. Focusing learning almost exclusively in the aforesaid area develops a one-dimensional process that could hold back certain students from a well-balanced education. This article presents a model of…

  13. Success with ELLs: Writing in the ESL Classroom--Confessions of a Guilty Teacher

    ERIC Educational Resources Information Center

    DelliCarpini, Margo, Ed.; Adams, Susan R.

    2009-01-01

    When the author first started teaching English as a Second Language (ESL) students, she was incredibly naive about the second language acquisition process. One of the first moves she made was to look at the Teachers of English to Speakers of Other Languages (TESOL) goals, and she began to think about the purposes and situations in which her…

  14. Pathways of Knowing: Integrating Citizen Science and Critical Thinking in the Adult ELL Classroom

    NASA Astrophysics Data System (ADS)

    Basham, Melody

    This action research study examines what common perceptions and constructs currently exist in educating adult immigrants in Arizona and considers how might the integration of citizen science with the current English curriculum promote higher order thinking and educational equity in this population. A citizen science project called the Mastodon Matrix Project was introduced to a Level 2 ELAA (English Language Acquisition for Adults) classroom and aligned with the Arizona Adult Standards for ELAA education. Pre and post attitudinal surveys, level tests, and personal meaning maps were implemented to assess student attitudes towards science, views on technology, English skills, and knowledge gained as a result of doing citizen science over a period of 8 weeks.

  15. Search for the Standard Model Higgs Boson in the $WH \\to \\ell \

    SciTech Connect

    Nagai, Yoshikazu; /Tsukuba U.

    2010-02-01

    We have searched for the Standard Model Higgs boson in the WH {yields} lvbb channel in 1.96 TeV pp collisions at CDF. This search is based on the data collected by March 2009, corresponding to an integrated luminosity of 4.3 fb-1. The W H channel is one of the most promising channels for the Higgs boson search at Tevatron in the low Higgs boson mass region.

  16. Lending Student Voice to Latino ELL Migrant Children's Perspectives on Learning

    ERIC Educational Resources Information Center

    Irizarry, Stephanie; Williams, Sherie

    2013-01-01

    Migrant workers in the United States have a well-documented history of struggle. This research explored the perspectives of a select group of middle school Latino migrant students in terms of their education in the United States. The research used qualitative and quantitative data gathered from a focus group session and a survey that explored the…

  17. Marzano Program for Building Academic Vocabulary: Supplemental Report of Effects on Specific Subgroups (FRL & ELL Students)

    ERIC Educational Resources Information Center

    Marzano, Robert J.

    2006-01-01

    During the 2004-2005 academic year, an evaluation study was conducted of the Building Academic Vocabulary (BAV) program. The findings from this study, reported in the document "Marzano Program for Building Academic Vocabulary: Preliminary Report of the 2004-2005 Evaluation Study" (Marzano, 2005), found that students who participated in the BAV…

  18. "A Squirrel Came and Pushed Earth:" Popular Cultural and Scientific Ways of Thinking for ELLs

    ERIC Educational Resources Information Center

    Ciechanowski, Kathryn M.

    2009-01-01

    This article reports on a study of how third-grade bilingual students drew from everyday resources, particularly popular culture, in science classes and how the use of these resources shaped how they made sense of academic texts. Six months of data collection in an urban Midwestern school demonstrated that students--especially English-language…

  19. English-Spanish Cognates in Picture Books: Toward a Vocabulary Curriculum for Latino ELLs

    ERIC Educational Resources Information Center

    Montelongo, José A.; Durán, Richard; Hernández, Anita C.

    2013-01-01

    English-Spanish cognates are words that are spelled similarly or identically and possess the same or nearly the same meanings in both languages. Many cognates are academic vocabulary words and are very common in content area textbooks. The primary purpose of this investigation was to obtain an estimate of the number of different cognates in…

  20. The Intersection of Inquiry-Based Science and Language: Preparing Teachers for ELL Classrooms

    ERIC Educational Resources Information Center

    Weinburgh, Molly; Silva, Cecilia; Smith, Kathy Horak; Groulx, Judy; Nettles, Jenesta

    2014-01-01

    As teacher educators, we are tasked with preparing prospective teachers to enter a field that has undergone significant changes in student population and policy since we were K-12 teachers. With the emphasis placed on connections, mathematics integration, and communication by the New Generation Science Standards (NGSS) (Achieve in Next generation…

  1. Picturing Words: Using Photographs and Fiction to Enliven Writing for ELL Students

    ERIC Educational Resources Information Center

    Haines, Shana J.

    2015-01-01

    This article describes a teacher-research project in which a class of fifth-grade English language learners demonstrated that learning about photography and using it as inspiration for their creative writing authenticated their writing task, helped them bring their outside-school worlds inside school, increased their enthusiasm for writing, and…

  2. Convergence rates for {{\\ell }}^{1}-regularization without injectivity-type assumptions

    NASA Astrophysics Data System (ADS)

    Flemming, Jens

    2016-09-01

    Existing convergence rate results for sparsity promoting regularization of Tikhonov-type rely on injectivity of the considered operator or at least on slightly weakened injectivity assumptions (finite basis injectivity or restricted isometry property). We extend such results to non-injective operators by formulating a suitable variational source condition, which then is characterized in the language of range conditions with respect to the range of the adjoint operator. As a special case we consider operator equations with uniquely determined 1-norm minimizing solutions. Based on the developed characterization of a variational source condition we also provide convergence rates for the case that solutions are not sparse.

  3. Young Families: How Are They Coping? = Les jeunes familles: comment se debrouillent-elles?

    ERIC Educational Resources Information Center

    Theilheimer, Ish, Ed.; Eisner, Kathy, Ed.

    1995-01-01

    This issue of the newsletter "Transition" focuses on young families and the problems they face. The newsletter contains book reviews, descriptions of upcoming events, and articles covering various aspects of young families. Articles are: (1) "Taking the Plunge" (Deidre Yukich), focusing on one woman's family planning decisions; (2) "Parenthood in…

  4. A Latent Variable Investigation of the Phonological Awareness Literacy Screening-Kindergarten Assessment: Construct Identification and Multigroup Comparisons between Spanish-Speaking English-Language Learners (ELLs) and Non-ELL Students

    ERIC Educational Resources Information Center

    Huang, Francis L.; Konold, Timothy R.

    2014-01-01

    Psychometric properties of the Phonological Awareness Literacy Screening for Kindergarten (PALS-K) instrument were investigated in a sample of 2844 first-time public school kindergarteners. PALS-K is a widely used English literacy screening assessment. Exploratory factor analysis revealed a theoretically defensible measurement structure that was…

  5. Measurement of event-shape observables in $$$Z \\rightarrow \\ell ^{+} \\ell ^{-}$$$ events in pp collisions at $$$\\sqrt{s}=7$$$ TeV with the ATLAS detector at the LHC

    DOE PAGESBeta

    Aad, G.; Abbott, B.; Abdallah, J.; Abdinov, O.; Abeloos, B.; Aben, R.; Abolins, M.; AbouZeid, O. S.; Abraham, N. L.; Abramowicz, H.; et al

    2016-07-06

    Event-shape observables measured using charged particles in inclusive Z -boson events are presented, using the electron and muon decay modes of the Z bosons. The measurements are based on an integrated luminosity of 1.1 fb-1 of proton–proton collisions recorded by the ATLAS detector at the LHC at a centre-of-mass energymore » $$$\\sqrt{s}=7$$$ TeV . Charged-particle distributions, excluding the lepton–antilepton pair from the Z -boson decay, are measured in different ranges of transverse momentum of the Z boson. Distributions include multiplicity, scalar sum of transverse momenta, beam thrust, transverse thrust, spherocity, and F -parameter, which are in particular sensitive to properties of the underlying event at small values of the Z -boson transverse momentum. The measured observables are compared with predictions from Pythia 8, Sherpa , and Herwig 7. Furthermore, all three Monte Carlo generators provide predictions that are in better agreement with the data at high Z -boson transverse momenta than at low Z -boson transverse momenta, and for the observables that are less sensitive to the number of charged particles in the event.« less

  6. Using a schoolyard garden to increase language acquisition and conceptual understanding of science in elementary ELL students

    NASA Astrophysics Data System (ADS)

    Stewart, Morgan

    This action research study examined a small cross-section of a Texas public school population. Participants were kindergarten through third grade students enrolled in the English as a Second Language (ESL) Program who were pulled out of their general classroom to receive English support within the content area of science. This study looked at how effective a hands-on learning experience using a schoolyard garden enhanced the academic language and science content of the participants. The study began in mid-March and concluded at the end of April with each group receiving 40 minutes of instruction five days a week. Each group consisted of a Beginner, Intermediate, and Advanced/Advanced High student for a total of 12 participants. Four forms of data were used in this study: archival, pre-test, post-test, and journal. Rubrics were used to analyze individual students' level of academic language before and after the study. The results illustrate that the younger students (kindergarten and first grade) descriptions were very basic and concrete while the older students had more accurate and descriptive responses. Upon completion of this research, it was determined that the usage of a schoolyard garden compliments both the acquisition of academic language and the increase in science content knowledge.

  7. An Intensive Academic English Course for Generation 1.5 ELLs Bound for Postsecondary Studies: Curriculum Design, Development, and Implementation

    ERIC Educational Resources Information Center

    Crossman, Katie; Pinchbeck, Geoffrey

    2012-01-01

    Immigrants and the children of immigrants who have completed their schooling in Canadian school settings, commonly referred to as Generation 1.5, are increasingly identified in the research literature as academically at risk due to inadequately developed academic language proficiency and learning strategies. This article describes the design,…

  8. "Rompiendo el Silencio": Meta-Analysis of the Effectiveness of Peer-Mediated Learning at Improving Language Outcomes for ELLs

    ERIC Educational Resources Information Center

    Cole, Mikel W.

    2013-01-01

    This article reports the results of a meta-analysis of the effectiveness of peer-mediated learning for English language learners. Peer-mediated learning is presented as one pedagogical tool with promise for interrupting a legacy of structural and instructional silencing of culturally and linguistically diverse students. Oral language…

  9. Comparison of Test Directions for Ability Tests: Impact on Young English-Language Learner and Non-ELL Students

    ERIC Educational Resources Information Center

    Lakin, Joni Marie

    2010-01-01

    Ability tests play an important role in the assessment programs of many schools. However, the inferences about ability made from such tests presume that students understand the tasks they are attempting. Task familiarity can vary by student as well as by format. By design, nonverbal reasoning tests use formats that are intended to be novel. The…

  10. Improving Content Area Reading Comprehension with 4-6th Grade Spanish ELLs Using Web-Based Structure Strategy Instruction

    ERIC Educational Resources Information Center

    Wijekumar, Kausalai; Meyer, Bonnie J. F.; Lei, Puiwa

    2014-01-01

    Reading in the content areas of science, social studies, and current events is a difficult task that is even more elusive to Spanish speaking English language learners. There is a huge increase in children transitioning from their L1 (e.g., Spanish) to L2 (e.g., English) in classrooms across the US. These ELs face challenges due to a lack of…

  11. Middle School English Second Language (ESL) Teachers' Usage of Technology for Literacy Instruction and Their English Language Learners' (ELL) Responses

    ERIC Educational Resources Information Center

    Hoki, Chieko

    2013-01-01

    Digital technologies surround our lives today and many adolescent students are actively engaged in reading and writing through multimodal digital technologies. The omnipresence of digital technologies in today's society inevitably influences students' literacy practices. Thus, there is an imminent need on the teacher's part to infuse technologies…

  12. In One Voice: Mainstream and ELL Teachers Work Side-by-Side in the Classroom, Teaching Language through Content

    ERIC Educational Resources Information Center

    Pardini, Priscilla

    2006-01-01

    Narrowing the achievement gap between students who are native English speakers and those learning English as a second language is one of the biggest challenges facing U.S. educators. This article discusses the approaches used by the Saint Paul (Minn.) Public Schools in narrowing this achievement gap. Saint Paul (Minn.) Public Schools has one of…

  13. Acute myelogenous leukemia cells with the MLL-ELL translocation convert morphologically and functionally into adherent myofibroblasts

    SciTech Connect

    Tashiro, Haruko; Mizutani-Noguchi, Mitsuho; Shirasaki, Ryosuke

    2010-01-01

    Bone marrow-myofibroblasts, a major component of bone marrow-stroma, are reported to originate from hematopoietic stem cells. We show in this paper that non-adherent leukemia blasts can change into myofibroblasts. When myeloblasts from two cases of acute myelogenous leukemia with a fusion product comprising mixed lineage leukemia and RNA polymerase II elongation factor, were cultured long term, their morphology changed to that of myofibroblasts with similar molecular characteristics to the parental myeloblasts. The original leukemia blasts, when cultured on the leukemia blast-derived myofibroblasts, grew extensively. Leukemia blasts can create their own microenvironment for proliferation.

  14. An Exploration of Factors Related to Reading Comprehension: A Study of Third Grade English Language Learners (ELLs)

    ERIC Educational Resources Information Center

    Torres Soto, Nayda E.

    2013-01-01

    Learning to read consists of processes that allow the reader to recognize print, understand words and comprehend text. Thus, vocabulary is one of the most fundamental elements for reading comprehension. Learners can acquire new words from text upon the first encounter with a new word on the basis of fast mapping. Teachers also contribute to…

  15. Task Relevance in the Design of Online Professional Development for Teachers of ELLs: A Q Methodology Study

    ERIC Educational Resources Information Center

    Collins, Linda J.; Liang, Xin

    2014-01-01

    Online professional development (oPD) for teachers should focus on designing web-based learning opportunities that help practicing educators solve the tough problems of practice when working in their schools. Technology, pedagogy, and content knowledge can be integrated in the design of online professional development modules to enhance task…

  16. Efficacy of Attention to Commas (A2C) Strategy for Sentence Comprehension in English Language Learners (ELLs)

    ERIC Educational Resources Information Center

    Benitez-Rivera, Wilma I.

    2013-01-01

    Reading is an active process where readers sometimes have difficulty understanding what they read. Ultimately, readers are required to combine the meaning of each sentence in a text in order to achieve text-level comprehension. Otherwise, the reader is going to have great difficulty with text-level comprehension. Factors such as sentence length…

  17. 2010-11 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities. Technical Report 68

    ERIC Educational Resources Information Center

    Albus, Deb; Thurlow, Martha

    2013-01-01

    This is the fourteenth report by the National Center on Educational Outcomes (NCEO) that analyzes public reporting practices for assessment data for students with disabilities in K-12 schools in the United States. This report includes information about both the 50 regular states and the 11 unique states (American Samoa, Bureau of Indian Education,…

  18. Confronting the Unique Challenges of Including English Language Learners with Disabilities in Statewide Assessments. ELLs with Disabilities Report 9

    ERIC Educational Resources Information Center

    Anderson, Michael E.; Minnema, Jane E.; Thurlow, Martha L.; Hall-Lande, Jennifer

    2005-01-01

    This report examines this state-level knowledge base to determine the challenges that state educational agencies face when including English language learners with disabilities in statewide assessments and the solutions they have identified. To do this telephone interviews were conducted with state department personnel in the areas of assessment,…

  19. The Effect of Morphological Instruction in Improving the Spelling, Vocabulary, and Reading Comprehension of High School English Language Learners (ELLs)

    ERIC Educational Resources Information Center

    Diaz, Ivan

    2010-01-01

    The purpose of this study was to determine if Morphological Instruction (knowledge of the Germanic, Latin, and Greek words, roots, and affixes of English) was an effective instructional approach towards accelerating the acquisition of spelling, vocabulary, and reading comprehension and closing at least a 6,000 word gap between English language…

  20. A Cognitive-Behavioral Mindfulness Group Therapy Intervention for the Treatment of Binge Eating in Bariatric Surgery Patients

    ERIC Educational Resources Information Center

    Leahey, Tricia M.; Crowther, Janis H.; Irwin, Sharon R.

    2008-01-01

    Binge eating is a negative indicator of post-surgical weight loss and health outcome in bariatric surgery patients (Hsu, Bentancourt, Sullivan, 1996). Cognitive-behavioral techniques and mindfulness-based practices have been shown to successfully treat binge eating (Agras, Telch, Arnow, Eldredge, & Marnell, 1997; Kristeller & Hallett, 1999). This…

  1. Géométrie et dynamique sur les surfaces algébriques réelles [Geometry and dynamics on real algebraic surfaces

    NASA Astrophysics Data System (ADS)

    McLin, Kristie S.

    The study of fluid-rock interactions provides insight into subsurface geologic processes, such as diagenesis, hydrothermal alteration and metamorphism. Understanding and predicting these interactions also helps us assess the geologic impact of hydrocarbon recovery and geothermal production and injection. Therefore, the study of fluid-rock interactions has both geologic and economic impact. At the Dixie Valley geothermal field, NV, precipitated calcite and aragonite within a production well trapped boiling fluids in fluid inclusions. The trapped gases were analyzed and shown to be compositionally different than those sampled at the well head. The inclusions trapped a greater ratio of light gases CH 4 and H2 to CO2 than those sampled at the well head. This result indicates that the fluid inclusions trapped the initial steam fraction during boiling. Declining performance of injection wells at the Coso and Salton Sea geothermal fields, CA, were found to result from mineral deposition in the near-wellbore environment during fluid injection. At Coso, opal-A and minor calcite scale mineral precipitates were found in cuttings from wells drilled near previously operating injection wells. At the Salton Sea, cuttings from a deepened injection well contained banded barite, fluorite, amorphous silica, and minor anhydrite scales. Mineral precipitation was modeled and predicted with the non-isothermal reactive transport modeling code TOUGHREACT. Geochemical simulations were also performed to predict the consequences of injecting H2SO 4 modified fluid for mitigating silica precipitation at Coso using TOUGHREACT. The models predict that silica precipitation will be reduced significantly by maintaining pH of 5 or less. This can be accommodated in the models by reducing the kinetic rate constant for silica precipitation. TOUGHREACT simulations also predict that corundum proppants will be chemically stable under geothermal conditions. The formation of talc in the outer aureole of the Alta Stock does not define a regular isogradic surface, unlike isograds in the inner aureole. Examination of mineral and fluid stabilities in the H2O-CO 2-NaCl system shows that several fluid evolution scenarios, including fluid immiscibility, may produce the observed talc heterogeneity.

  2. A Blog-Mediated Curriculum for Teaching Academic Genres in an Urban Classroom: Second Grade ELL Students' Emergent Pathways to Literacy Development

    ERIC Educational Resources Information Center

    Shin, Dong-shin

    2009-01-01

    This dissertation examines the academic and social goals that three second-grade English language learners in a U.S. urban school bring to their blog-mediated academic writing practices, and the interrelated nature of those goals. This study aims to bridge the dichotomy between approaches to studying computer-mediated language and literacy…

  3. Teachers' Roles in Designing Meaningful Tasks for Mediating Language Learning through the Use of ICT: A Reflection on Authentic Learning for Young ELLs

    ERIC Educational Resources Information Center

    Roessingh, Hetty

    2014-01-01

    Task based learning (TBL) continues to evolve as information and communication technology (ICT) inspired tools and teaching approaches afford the possibilities of transforming students' learning experiences by heightening their motivation and sense of autonomy, and in turn, their vocabulary development. To capture this synergy, teachers will…

  4. Isolation, characterization and molecular three-dimensional structural predictions of metalloprotease from a phytopathogenic fungus, Alternaria solani (Ell. and Mart.) Sor.

    PubMed

    Chandrasekaran, Murugesan; Chandrasekar, Raman; Chun, Se-Chul; Sathiyabama, Muthukrishnan

    2016-08-01

    The present study aims at isolation, identification, characterization and prediction of three-dimensional molecular architecture of a proteolytic enzyme from the early blight pathogen, Alternaria solani which are hypothesized to be a marker of phytopathogenicity. Maximum enzyme production by A. solani was observed in Czapex's Dox broth amended with 2% (w/v) casein than other inducer amendments. Results indicate that the enzyme remained highly active in a pH range of 7.0-10.0 and a temperature range of 45-50°C. The enzyme was strongly inhibited by EDTA, whereas phenylmethylsulfonyl fluoride and monovalent cations (Na(+), K(+)) had little effect. Metal ions such as MgSO4, CaCl2, KCl at 10 mM concentration showed a stimulatory effect (>85%) on protease activity. Matrix-assisted laser desorption and ionization time of flight/mass spectrometry analysis of partially purified enzyme revealed the presence of protease belonging to a keratinolytic protein (metalloprotease) of exopeptidase nature. Putative A. solani keratinolytic enzyme (AsK) is made up of 216 amino acid residues with molecular weight (MW) 24.5 kDa, having a molecular formula of C1094H1704N290O342S4. Ramachandran plot analysis of the protein residues falling into the most favored secondary structures was observed at 84.2%. The major protein structural blocks, 2-β-sheets, and 9-α-helices have a greater tendency to be conserved during the evolutionary process than do mere sequences of amino acids. Besides, AsK, model prediction showed the presence of a Zinc atom at helix regions (Helix 3, 6, 7: His(57), His(130), His(169), and Cys(123)). Thus, it can be concluded that the major proteinases of AsK are divalent cation-requiring metalloproteinases and make them potential targets of protease inhibitors designing. PMID:26924427

  5. PreK-3rd: Raising the Educational Performance of English Language Learners (ELLs). PreK-3rd Policy to Action Brief. No. Six

    ERIC Educational Resources Information Center

    Russakoff, Dale

    2011-01-01

    In 1974, the United States Supreme Court ruled in "Lau v. Nichols" that 1,800 Chinese-speaking children in the San Francisco public schools were entitled to English-language instruction or other support to help them understand what was happening in their classrooms. Thirty-six years later, state and local responsibilities to public school children…

  6. Search for a Higgs boson in the decay channel $H$ to ZZ(*) to $q$ qbar $\\ell^-$ l+ in $pp$ collisions at $\\sqrt{s}=7$ TeV

    SciTech Connect

    Chatrchyan, Serguei; et al.

    2012-04-01

    A search for the standard model Higgs boson decaying into two Z bosons with subsequent decay into a final state containing two quark jets and two leptons, H to ZZ(*) to q q-bar l-l+ is presented. Results are based on data corresponding to an integrated luminosity of 4.6 inverse femtobarns of proton-proton collisions at sqrt(s)=7 TeV, collected with the CMS detector at the LHC. In order to discriminate between signal and background events, kinematic and topological quantities, including the angular spin correlations of the decay products, are employed. Events are further classified according to the probability of the jets to originate from quarks of light or heavy flavor or from gluons. No evidence for the Higgs boson is found, and upper limits on its production cross section are determined for a Higgs boson of mass between 130 and 600 GeV.

  7. Facing with Courage Racial and Linguistic Discrimination: The Narrative of an ELL Caribbean Immigrant Living in the U.S. Diaspora

    ERIC Educational Resources Information Center

    Orelus, Pierre Wilbert

    2012-01-01

    People immigrate to other countries for various reasons. Whereas some voluntarily move to a foreign land, others are forced to do so as a result of socioeconomic, racial, political, sexual, and religious oppressions. In light of these various factors causing the voluntary or forcible exodus of people, this article traces back the author's journey…

  8. Measurement of the lifetime of the B{sup o}{sub s} meson from D{sup minus}{sub s}{ell}{sup plus} correlations

    SciTech Connect

    Burkett, K; Paulini, M.

    1996-07-01

    The lifetime of the B{sub s}{sup 0} meson is measured using the semileptonic decay B{sub s}{sup 0} {r_arrow} D{sub s}{sup {minus}}l{sup {plus}}{nu}X. The data sample consists of approximately 110 pb{sup {minus}1} of p{ovr p} collisions at {radical}s = 1.8 TeV collected by the CDF detector at the Fermilab Tevatron collider. There are 254{plus_minus}21 D{sub s}{sup {minus}}l{sup {plus}} signal events where the D{sub s}{sup {plus}} is reconstructed through its decay mode D{sub s}{sup {minus}} {r_arrow} {phi}{pi}{sup {minus}}, {phi} {r_arrow} K{sup {plus}}K{sup {minus}}. Using these events, the B{sub s}{sup 0} meson lifetime is determined to be {tau}(B{sub s}{sup 0}) {equals} 1.37{sup {plus}0.14}{sub {minus}0.12}(stat.){plus_minus}0.04(syst.) ps. The B{sub s}{sup 0} meson proper decay length distribution has been examined for a lifetime difference between the two CP eigenstates of the B{sub s}{sup 0} meson, B{sub s}{sup H} and B{sub s}{sup L}. 12 refs., 3 figs., 1 tab.

  9. Elementary School ELLs' Reading Skill Profiles Using Cognitive Diagnosis Modeling: Roles of Length of Residence and Home Language Environment

    ERIC Educational Resources Information Center

    Jang, Eunice Eunhee; Dunlop, Maggie; Wagner, Maryam; Kim, Youn-Hee; Gu, Zhimei

    2013-01-01

    The study examined differences in reading achievement and mastery skill development among Grade-6 students with different language background profiles, using cognitive diagnosis modeling applied to large-scale provincial reading test performance data. Our analyses revealed that students residing in various home language environments show different…

  10. Cubitus varus: l'ostéotomie de soustraction externe a-t-elle toujours sa place? Etude rétrospective à propos de 25 cas

    PubMed Central

    Chagou, Aniss; Bassir, Réda Allah; Rhanim, Abdelkarim; Lahlou, Abdou; Berrada, Mohammed Saleh; Yaacoubi, Moradh

    2016-01-01

    Le cubitus varus est cal vicieuxle plus souvent secondaire à des fractures supracondyliennes déplacées de l'extrémité inférieure de l'humérus chez l'enfant. Différentes techniques chirurgicales ont été proposées avec un taux de réussite différents mais aussi un taux de complications rapportées différents. Nous évaluons à travers une étude rétrospective de 25 cas colligés au centre hospitalier universitaire de Rabat, les résultats de la technique de soustraction externe que nous utilisons dans notre formation pour prendre en charge cette déformation. PMID:27516828