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…

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…

Instructional Coaching in Higher Education: Partnering to Infuse ELL Instructional Practices into Social Studies Courses

ERIC Educational Resources Information Center

Thibault, Malissa

2017-01-01

As evidenced in the growing achievement gap between English language learners (ELLs) and their non-ELL counterparts, it is clear future teachers need to be better prepared to work with ELLs. This study examined the influence of infusing ELL strategies into methods courses through instructional coaching. This study was inspired by the larger…

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…

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 downward spiral…

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…

ELL Parent Perceptions on Instructional Strategies for Their Children with Disabilities. ELLs with Disabilities Report 12

ERIC Educational Resources Information Center

Barrera, Manuel; Vang, Halee; Liu, Kristin; Thurlow, Martha

2005-01-01

English language learners (ELLs) with disabilities, especially Hmong, Latinos, and Somalis, exhibit the lowest academic performance and participation rates on statewide tests of academic achievement required by No Child Left Behind (NCLB). These challenges are even more acute for learners with disabilities among these groups and likely reflect the…

Increasing ELL Parental Involvement in Our Schools: Learning from the Parents

ERIC Educational Resources Information Center

Panferov, Suzanne

2010-01-01

Engaging parents as advocates for school success in the home is particularly important for English Language Learners (ELL). Tapping into the experiences of ELL parents in their own lives about schooling and literacy is a resource educators can use to increase parental involvement. This article describes the stories of two parents and compares…

Ask-Elle: An Adaptable Programming Tutor for Haskell Giving Automated Feedback

ERIC Educational Resources Information Center

Gerdes, Alex; Heeren, Bastiaan; Jeuring, Johan; van Binsbergen, L. Thomas

2017-01-01

Ask-Elle is a tutor for learning the higher-order, strongly-typed functional programming language Haskell. It supports the stepwise development of Haskell programs by verifying the correctness of incomplete programs, and by providing hints. Programming exercises are added to Ask-Elle by providing a task description for the exercise, one or more…

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…

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;…

Guiding Preservice Teachers to Adapt Mathematics Word Problems through Interactions with ELLs

ERIC Educational Resources Information Center

Kurz, Terri L.; Gómez, Conrado; Jimenez-Silva, Margarita

2017-01-01

In this article, the authors present a framework for guiding elementary preservice teachers in adapting mathematics word problems to better meet English language learners' (ELLs) needs. They analyze preservice teachers' ELL adaptations implemented in a one-on-one setting. Through qualitative methods, four themes regarding implemented adaptations…

Informal Reading Inventories and ELL Students

ERIC Educational Resources Information Center

Gandy, Sandra E.

2013-01-01

With the increasing amount of testing taking place in classrooms, teachers may question how appropriate those assessments are for the growing numbers of English language learners (ELLs) in the United States. One of the assessment options for classroom teachers is the informal reading inventory (IRI), which is the most frequently used assessment…

The Tax oncogene enhances ELL incorporation into p300 and P-TEFb containing protein complexes to activate transcription.

PubMed

Fufa, Temesgen D; Byun, Jung S; Wakano, Clay; Fernandez, Alfonso G; Pise-Masison, Cynthia A; Gardner, Kevin

2015-09-11

The eleven-nineteen lysine-rich leukemia protein (ELL) is a key regulator of RNA polymerase II mediated transcription. ELL facilitates RNA polymerase II transcription pause site entry and release by dynamically interacting with p300 and the positive transcription elongation factor b (P-TEFb). In this study, we investigated the role of ELL during the HTLV-1 Tax oncogene induced transactivation. We show that ectopic expression of Tax enhances ELL incorporation into p300 and P-TEFb containing transcriptional complexes and the subsequent recruitment of these complexes to target genes in vivo. Depletion of ELL abrogates Tax induced transactivation of the immediate early genes Fos, Egr2 and NF-kB, suggesting that ELL is an essential cellular cofactor of the Tax oncogene. Thus, our study identifies a novel mechanism of ELL-dependent transactivation of immediate early genes by Tax and provides the rational for further defining the genome-wide targets of Tax and ELL. Published by Elsevier Inc.

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…

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

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…

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…

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.

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.…

Relationships among and between ELL Status, Demographic Characteristics, Enrollment History, and School Persistence. CRESST Report 810

ERIC Educational Resources Information Center

Kim, Jinok

2011-01-01

This report examines enrollment history, achievement gaps, and persistence in school for ELL students and reclassified ELL students as compared to non-ELL students. The study uses statewide individual-level data sets merged from students' entry to exit in the state's public school system for graduate cohorts of 2006, 2007, and 2008. Analytic…

Universally Designed Assessments for ELLs with Disabilities: What We've Learned So Far

ERIC Educational Resources Information Center

Johnstone, Christopher J.; Anderson, Michael E.; Thompson, Sandra J.

2006-01-01

English language learners (ELLs) with disabilities are an emerging population in the U.S. and therefore command special attention in assessment systems. Research has demonstrated that "universal design of assessment" approaches are effective in helping to make assessments more accessible for ELLs with disabilities. Special education…

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…

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.

ELL Shadowing as a Catalyst for Change

ERIC Educational Resources Information Center

Soto, Ivannia

2012-01-01

What if you could barely understand what your teacher was saying? Imagine working mostly independently and silently, with limited opportunities to interact with others. ELL shadowing helps teachers better understand the classroom experience from an English language learner's point of view. The author describes how to implement this easily…

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…

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…

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…

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…

Calif. Puts Spotlight on Long-Term ELLs

ERIC Educational Resources Information Center

Maxwell, Lesli A.

2012-01-01

California is poised to become the first state to unmask the extent to which English-language learners (ELLs) languish in public schools for years without ever reaching fluency. Under a measure that received broad, bipartisan support from the legislature, the state education department would be required to break out and report data annually on…

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

DOE Office of Scientific and Technical Information (OSTI.GOV)

Mann, Melanie C., E-mail: melanie.mann@viro.med.uni-erlangen.de; Strobel, Sarah, E-mail: sarah.strobel@viro.med.uni-erlangen.de; Fleckenstein, Bernhard, E-mail: bernhard.fleckenstein@viro.med.uni-erlangen.de

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 Taxmore » 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.« less

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…

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

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ahn, Hee-Jin; Kim, Gwangil; Park, Kyung-Soon, E-mail: kspark@cha.ac.kr

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 bymore » 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.« less

Tapping into English Language Learners' (ELLs') Prior Knowledge in Social Studies Instruction

ERIC Educational Resources Information Center

Dong, Yu Ren

2017-01-01

Second language research and Culturally Relevant Pedagogy have shown a consensus that ELLs who have studied social studies in their home countries will have a better chance of understanding social studies concepts and quickly catching up to their native English-speaking peers. This article discusses strategies to make good use of ELLs' prior…

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…

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

PubMed

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

2014-09-01

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. Copyright © 2014 Elsevier Inc. All rights reserved.

¿Qué Pasa? Are ELL Students Remaining in English Learning Classes Too Long?

ERIC Educational Resources Information Center

Flores, Edward; Painter, Gary; Pachon, Harry

2009-01-01

This new study by the Tomás Rivera Policy Institute (TRPI) demonstrates that English Language Learners (ELLs) who learn English at school can do better academically than native English speakers, and that the window for mastering the English language is wider than previously thought. Typically ELLs perform at lower levels than their English-fluent…

View southeast, showing front elevation, side (west) elevation and ell. ...

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

View southeast, showing front elevation, side (west) elevation and ell. Outbuildings and field stretching to west and south - Conner Homestead, Epping Road (State Route 101), Exeter, Rockingham County, NH

Kristeller maneuvers or fundal pressure and maternal/neonatal morbidity: obstetric and judicial literature review.

PubMed

Malvasi, Antonio; Zaami, Simona; Tinelli, Andrea; Trojano, Giuseppe; Montanari Vergallo, Gianluca; Marinelli, Enrico

2018-02-21

A significant amount of data concerning maternal-fetal damage arising from the exertion of Kristeller maneuvers (KMs) or fundal pressure (FP) go unreleased due to medicolegal implications. For this reason, the paper gathers information as to the real magnitude of litigation related to FP-induced damages and injuries. The authors have undertaken a research in order to include general search engines (PubMed-Medline, Cochrane, Embase, Google, GyneWeb) and legal databases (De Jure, Italian database of jurisprudence daily update; Westlaw, Thomson Reuters, American ruling database and Bailii, UK Court Ruling Database). Results confirm said phenomenon to be more wide ranging than it appears through official channels. Several courts of law, both in the United States of America (USA) and in European Union (EU) Member States as well, have ruled against the use of the maneuver itself, assuming a stance conducive to a presumption of guilt against those doctors and healthcare providers who resorted to KMs or FP during deliveries. Given how rife FP is in mainstream obstetric practice, it is as if there were a wide gap between obstetric real-life and what official jurisprudence and healthcare institutions-sanctioned official practices are. The authors think that it would be desirable to draft specifically targeted guidelines or recommendations on maneuvers during vaginal delivery, in which to point out exactly what kinds of maneuvering techniques are to be absolutely banned and what maneuvers are to be allowed, and under what conditions their application can be considered appropriate.

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

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…

Systematic Professional Development Training and Its Impact on Teachers' Attitudes toward ELLs: SIOP and Guided Coaching

ERIC Educational Resources Information Center

Song, Kim Hyunsook

2016-01-01

This study examined systematic professional development (PD) training and its impact on teachers' roles for and attitudes toward English language learners (ELLs). Systematic PD should compensate for theories and pedagogies not obtained during teacher education programs yet needed for content teachers with ELLs. A study was conducted to examine…

Relationships among Utilization of an Online Differentiated Reading Program, ELL Student Literacy Outcomes, and Teacher Attitudes

ERIC Educational Resources Information Center

Meredith, David C.

2017-01-01

This study investigated whether use of the Achieve 3000 differentiated reading internet program correlated with increased incidence of ELL students achieving proficiency and/or with improvement in reading and literacy scores. It also examined attitudes among district ELL teachers. Results supported DI and CALL methods as instructional approaches.…

13. Second Floor of c. 1900 side ell addition. View ...

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

13. Second Floor of c. 1900 side ell addition. View looking from the center of the automobile storage area toward the north east rear corner. - Vaughn Chevrolet Building, 101-109 East Main Street, Monongahela, Washington County, PA

12. First Floor of c. 1900 side ell addition. View ...

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

12. First Floor of c. 1900 side ell addition. View looking from the center of the automobile show room area toward the east side elevation. - Vaughn Chevrolet Building, 101-109 East Main Street, Monongahela, Washington County, PA

A comparison of the language skills of ELLs and monolinguals who are poor decoders, poor comprehenders, or normal readers.

PubMed

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 study included 100 ELLs and 50 EL1s in Grade 5. The effect of language group (ELL/EL1) and reading group on cognitive and linguistic skills was examined. Except for vocabulary, there was no language group effect on any measure. However, within ELL and EL1 alike, significant differences were found between reading groups: Normal readers outperformed the two other groups on all the oral language measures. Distinct cognitive and linguistic profiles were associated with poor decoders and poor comprehenders, regardless of language group. The ELL and EL1 poor decoders outperformed the poor comprehenders on listening comprehension and inferencing. The poor decoders displayed phonological-based weaknesses, whereas the poor comprehenders displayed a more generalized language processing weakness that is nonphonological in nature. Regardless of language status, students with poor decoding or comprehension problems display difficulties with various aspects of language.

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…

Line intersect sampling: Ell-shaped transects and multiple intersections

Treesearch

Timothy G. Gregoire; Harry T. Valentine

2003-01-01

The probability of selecting a population element under line intersect sampling depends on the width of the particle in the direction perpendicular to the transect, as is well known. The consequence of this when using ell-shaped transects rather than straight-line transects are explicated, and modifications that preserve design-unbiasedness of Kaiser's (1983)...

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…

English Language Learners' (ELLs) Science, Technology, Engineering, Math (STEM) Course-Taking, Achievement and Attainment in College

ERIC Educational Resources Information Center

Shi, Qi

2017-01-01

Using data from the Educational Longitudinal Study: 2002, the present study examined the effects of demographic variables, high school math course-taking and high school GPA on ELL students' STEM course-taking, achievement and attainment in college. Regression analysis showed female ELL students were more likely to take more STEM courses and get…

11. Second Floor of c. 1900 side ell addition. View ...

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

11. Second Floor of c. 1900 side ell addition. View looking from the rear of the automobile storage area toward the south front and east side corner and showing the ramp leading to the first floor. - Vaughn Chevrolet Building, 101-109 East Main Street, Monongahela, Washington County, PA

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

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…

Does Computer Use Promote the Mathematical Proficiency of ELL Students?

ERIC Educational Resources Information Center

Kim, Sunha; Chang, Mido

2010-01-01

The study explored the effects of computer use on the mathematical performance of students with special attention to ELL students. To achieve a high generalizability of findings, the study used a U.S. nationally representative database, the Early Childhood Longitudinal Survey Kindergarten Cohort (ECLS-K), and adopted proper weights. The study…

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…

"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…

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

Providing Leadership to Meet the Needs of ELLs with Disabilities

ERIC Educational Resources Information Center

Liu, Kristin; Barrera, Manuel

2013-01-01

English language learners (ELLs) with disabilities are a growing part of the K-12 school population and will be included in the next generation of accountability assessments, just as they are now included in state assessments. These learners have some unique characteristics and may demonstrate their knowledge and skills in particular ways because…

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.…

Mathematics Problem Solving, Literacy, and ELL for Alternative Certification Teachers

ERIC Educational Resources Information Center

Evans, Brian R.; Ardito, Gerald; Kim, Soonhyang

2017-01-01

New teachers who entered the profession through alternative pathways often teach in high-need urban environments, which means there may be a significant number of English Language Learner (ELL) students in their classrooms. In order to best support these students, techniques can be employed to best facilitate learning for students who do not have…

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 completely…

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…

School Libraries Addressing the Needs of ELL Students: Enhancing Language Acquisition, Confidence, and Cultural Fluency in ELL Students by Developing a Targeted Collection and Enriching Your Makerspace

ERIC Educational Resources Information Center

Murphy, Peggy Henderson

2018-01-01

English Language Learner (ELL) students are sometimes a small constituency. Many resources already in the library can be used to enhance their language acquisition, confidence, and cultural fluency--resources such as graphic novels, hi-lo books, and makerspace materials. This article discusses enhancing language acquisition, confidence, and…

When Good Intentions and Reality Meet: Large-Scale Reform of Science Teaching in Urban Schools with Predominantly Latino ELL Students

ERIC Educational Resources Information Center

Johnson, Carla C.; Bolshakova, Virginia L. J.; Waldron, Tammy

2016-01-01

This study examined the ability of Transformative Professional Development (TPD) to transform science teacher quality and associated impact on science achievement, including particular focus on English Language Learners (ELL). TPD was implemented in a large, low-performing, urban district in the southwest with predominantly Latino ELL populations.…

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…

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.

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…

The Relationship between Language Literacy and ELL Student Academic Performance in Mathematics

ERIC Educational Resources Information Center

Lawon, Molly A.

2017-01-01

This quantitative study used regression analysis to investigate the correlation of limited language proficiency and the performance of English Language Learner (ELL) students on two commonly used math assessments, namely the Smarter Balanced Assessment Consortium (SBAC) and the Measures of Academic Progress (MAP). Scores were analyzed for eighth…

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…

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…

Growth in Oral Reading Fluency of Spanish ELL Students with Learning Disabilities

ERIC Educational Resources Information Center

Rubin, Daniel Ian

2016-01-01

The process of learning to read is difficult for many children, and this is especially true for students with learning disabilities (LD). Reading in English becomes even more difficult when a student's home language is not English. For English language learner (ELL) students with LD, acquiring the necessary skills to read fluently is an even…

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…

Constructing Meaning: Think-Aloud Protocols of ELLs on English and Spanish Word Problems.

ERIC Educational Resources Information Center

Celedon-Pattichis, Sylvia

This one-year qualitative study analyzed how nine middle school English language learners (ELLs) of Mexican descent constructed meaning on think-aloud protocols of Spanish and English word problems. Strategies used by these students to process information from English to their native language included translating to Spanish, reading the problem at…

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…

"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…

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.

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 instructional…

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…

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…

"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,…

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. PsycINFO Database Record (c) 2014 APA, all rights reserved.

ELL Policy and Mathematics Professional Development Colliding: Placing Teacher Experimentation within a Sociopolitical Context

ERIC Educational Resources Information Center

Battey, Daniel; Llamas-Flores, Silvia; Burke, Meg; Guerra, Paula; Kang, Hyun Jung; Kim, Seong Hee

2013-01-01

Background/Context: A number of recent policies have specifically attacked immigrants and English Language Learners (ELLs), including Georgia's HB 87 (2011), Arizona's SB 1070 (2010), and Alabama's HB 56 (2011), among others. The policy focus of this study is Arizona's HB 2064 (2006), which added additional requirements that mandate tracking…

An Investigation of the Impact of Parent and Community Involvement in Middle Schools in North Carolina That Successfully Serve Latino English Language Learners (ELLs)

ERIC Educational Resources Information Center

Fuga, Michael T.

2016-01-01

English Language Learners (ELLs) are students that speak a primary language other than English. The number of ELLs continues to grow in the United States with the current majority having Spanish as their base language (Ortiz & Pagan, 2009). Since the implementation of No Child Left Behind (NCLB) in 2001, schools are held accountable for…

Examining the Impact of Explicit Language Instruction in Writers Workshop on ELL Student Writing

ERIC Educational Resources Information Center

Wiley, Adrienne; McKernan, Jonathan

2017-01-01

In the context of our work as literacy specialists, we taught teachers to use sentence frames to support ELL students' writing. We then studied the impact of their instruction on students. Our analysis of student writing samples revealed no group wide developmental trends so we posed deeper questions about their work using the data analysis…

Merging a Metalinguistic Grammar Approach with L2 Academic Process Writing: ELLs in Community College

ERIC Educational Resources Information Center

Camhi, Paul J.; Ebsworth, Miriam Eisenstein

2008-01-01

This action research study evaluates a classroom approach incorporating a reflective, metacognitive component within a second language process-oriented writing environment. Inspired by the literature and developed by the first author, this approach seeks to provide English language learners (ELLs) with a command of metalinguistic principles…

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.

"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…

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…

Walking a Mile in Their Shoes: Developing Pre-Service Music Teachers' Empathy for ELL Students

ERIC Educational Resources Information Center

Zhang, Yiyue

2017-01-01

In recent decades, music educators have become increasingly aware of the English Language Learner (ELL) population due to mainstreaming and inclusion policies. Meanwhile, the need for adequately preparing pre-service music teachers has become a focal point for music teacher preparation programs in the United States. In this article, I will 1)…

Enhancing Academic Investment through Home-School Connections and Building on ELL Students' Scholastic Funds of Knowledge

ERIC Educational Resources Information Center

Johnson, Eric J.; Johnson, Angela B.

2016-01-01

This discussion examines an academic intervention designed to enhance the motivation and classroom engagement of English Language Learners (ELLs) during literacy-based activities. Stemming from a sociocultural perspective of literacy (Au, 1993; Perez, 2004) within a funds of knowledge framework (González, Moll, & Amanti , 2005), our approach…

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…

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…

Technology in College Classrooms: An Action Research Examining the Use of Powerpoint in ELL Classrooms

ERIC Educational Resources Information Center

Zhang, Weiwei

2012-01-01

This research looks at the use of PowerPoint as an instructional tool for teaching English language learners (ELL) who studied in a language program at a state university in the Pacific Northwest. The purpose of the research was to discover and to explore the perceptions of PowerPoint supported teaching and learning that were held by the students,…

Learning Strategies in Alleviating English Writing Anxiety for English Language Learners (ELLs) with Limited English Proficiency (LEP)

ERIC Educational Resources Information Center

Wu, Chia-Pei; Lin, Huey-Ju

2016-01-01

This study utilized the Oxford Strategy Inventory for Language Learning (SILL) and an English writing anxiety scale to examine the relationship between learning strategies and English writing anxiety in 102 university-level English language learners (ELLs) with Limited English Proficiency (LEP) in a university in Taiwan. Kruskal Wallis Test…

Transmigration Experiences of Newcomers in the Context of an English-Only Education: Sense-Making by Former Newcomer ELLs

ERIC Educational Resources Information Center

Tonogbanua, Elizabeth Paulsen

2016-01-01

This qualitative interpretive study explored how former newcomer English Language Learners (ELLs) in Boston Public Schools (BPS) made sense of their transmigration experiences through a digital storytelling project. The study fills a gap on transmigration experiences in the context of English-only learning environments, with a particular…

"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…

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…

College Persistence and Engagement in Light of a Mature English Language Learner (ELL) Student's Voice

ERIC Educational Resources Information Center

Almon, Cate

2015-01-01

An interview study at a community college in the mid-Atlantic region of the United States reveals factors in the persistence of English language learners (ELLs) starting from their courses in English as a second language (ESL) through to their graduation or transfer to 4-year institutions. The results form a narrative of a day in the life of a…

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)…

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),…

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.…

Reading, Mathematics, and Science Instructional Strategies for English Language Learners with Disabilities: Insights from Educators Nationwide. ELLs with Disabilities Report 19

ERIC Educational Resources Information Center

Barrera, Manuel; Shyyan, Vitaliy; Liu, Kristi K.; Thurlow, Martha L.

2008-01-01

This study, conducted in 2005-06, identified teacher-initiated instructional strategies currently preferred by practitioners who daily work with English language learners (ELLs) with disabilities. The findings generated in this study could potentially confirm strategies identified in the authors' earlier work (Thurlow et al., 2004) through the…

A Phenomenological Study: The Impacts of Developing Phonetic Awareness through Technological Resources on English Language Learners' (ELL) Communicative Competences

ERIC Educational Resources Information Center

Fabre-Merchán, Paolo; Torres-Jara, Gabriela; Andrade-Dominguez, Francisco; Ortiz-Zurita, Ma. José; Alvarez-Muñoz, Patricio

2017-01-01

Throughout our experience within the English Language Teaching (ELT) field and while acquiring a second language in English a Foreign Language (EFL) and English as a Second Language (ESL) settings, we have noticed that one of the main perceived challenges for English Language Learners (ELLs) is to effectively communicate. Most of the time, this…

Training-free compressed sensing for wireless neural recording using analysis model and group weighted {{\\ell}_{1}} -minimization

NASA Astrophysics Data System (ADS)

Sun, Biao; Zhao, Wenfeng; Zhu, Xinshan

2017-06-01

Objective. Data compression is crucial for resource-constrained wireless neural recording applications with limited data bandwidth, and compressed sensing (CS) theory has successfully demonstrated its potential in neural recording applications. In this paper, an analytical, training-free CS recovery method, termed group weighted analysis {{\\ell}1} -minimization (GWALM), is proposed for wireless neural recording. Approach. The GWALM method consists of three parts: (1) the analysis model is adopted to enforce sparsity of the neural signals, therefore overcoming the drawbacks of conventional synthesis models and enhancing the recovery performance. (2) A multi-fractional-order difference matrix is constructed as the analysis operator, thus avoiding the dictionary learning procedure and reducing the need for previously acquired data and computational complexities. (3) By exploiting the statistical properties of the analysis coefficients, a group weighting approach is developed to enhance the performance of analysis {{\\ell}1} -minimization. Main results. Experimental results on synthetic and real datasets reveal that the proposed approach outperforms state-of-the-art CS-based methods in terms of both spike recovery quality and classification accuracy. Significance. Energy and area efficiency of the GWALM make it an ideal candidate for resource-constrained, large scale wireless neural recording applications. The training-free feature of the GWALM further improves its robustness to spike shape variation, thus making it more practical for long term wireless neural recording.

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…

Examining the ELL Professional Development Experiences of General Educators with English Language Learners: A Narrative Research Study Using Schon's Theory of the Reflective Practitioner

ERIC Educational Resources Information Center

Celozzi, Christopher L.

2017-01-01

This narrative research study explored how general education teachers describe their ELL professional development experiences. Specifically, this project revealed general educators' reflective practices in terms of how they translated completed professional development training into the learning environment of their own classrooms. The theoretical…

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…

Search for heavy ZZ resonances in the $$\\ell ^+\\ell ^-\\ell ^+\\ell ^-$$ℓ+ℓ-ℓ+ℓ- and $$\\ell ^+\\ell ^-\

DOE Office of Scientific and Technical Information (OSTI.GOV)

Aaboud, M.; Aad, G.; Abbott, B.

Here, a search for heavy resonances decaying into a pair of Z bosons leading to ℓ +ℓ -ℓ +ℓ - and ℓ +ℓ -more » $$v\\bar{v}$$ final states, where ℓ stands for either an electron or a muon, is presented. The search uses proton–proton collision data at a centre-of-mass energy of 13 TeV corresponding to an integrated luminosity of 36.1 fb -1 collected with the ATLAS detector during 2015 and 2016 at the Large Hadron Collider. Different mass ranges for the hypothetical resonances are considered, depending on the final state and model. The different ranges span between 200 and 2000 GeV . The results are interpreted as upper limits on the production cross section of a spin-0 or spin-2 resonance. The upper limits for the spin-0 resonance are translated to exclusion contours in the context of Type-I and Type-II two-Higgs-doublet models, while those for the spin-2 resonance are used to constrain the Randall–Sundrum model with an extra dimension giving rise to spin-2 graviton excitations.« less

Search for heavy ZZ resonances in the $$\\ell ^+\\ell ^-\\ell ^+\\ell ^-$$ℓ+ℓ-ℓ+ℓ- and $$\\ell ^+\\ell ^-\

DOE PAGES

Aaboud, M.; Aad, G.; Abbott, B.; ...

2018-04-11

Here, a search for heavy resonances decaying into a pair of Z bosons leading to ℓ +ℓ -ℓ +ℓ - and ℓ +ℓ -more » $$v\\bar{v}$$ final states, where ℓ stands for either an electron or a muon, is presented. The search uses proton–proton collision data at a centre-of-mass energy of 13 TeV corresponding to an integrated luminosity of 36.1 fb -1 collected with the ATLAS detector during 2015 and 2016 at the Large Hadron Collider. Different mass ranges for the hypothetical resonances are considered, depending on the final state and model. The different ranges span between 200 and 2000 GeV . The results are interpreted as upper limits on the production cross section of a spin-0 or spin-2 resonance. The upper limits for the spin-0 resonance are translated to exclusion contours in the context of Type-I and Type-II two-Higgs-doublet models, while those for the spin-2 resonance are used to constrain the Randall–Sundrum model with an extra dimension giving rise to spin-2 graviton excitations.« less

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,…

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…

Current Canadian Forces Education and Training for Moral and Ethical Decision Making in Operations

DTIC Science & Technology

2010-01-01

default.asp. PIAGET, J. 1932. The moral judgment of the child. London: Kegan Paul, Trench, Trubner and Co. POJMAN, L.P. 2006. Ethics: Discovering right...provided by SME. Syllabus. n.d. Leadership and Ethics. Documentation provided by SME. TETLOCK, P., KRISTEL, O., ELSON, B., GREEN , M. LERNER, J. 2000

Search for a new heavy resonance decaying into a Z boson and a Z or W boson in 2$$\\ell$$2q final states at $$\\sqrt{s}=$$ 13 TeV

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sirunyan, Albert M; et al.

A search has been performed for new, heavy resonances decaying to ZZ or ZW in 2more » $$\\ell$$2q final states, with two charged leptons ($$\\ell=$$ e,$$\\mu$$) produced by the decay of a Z boson, and two quarks produced by the decay of a W or Z boson. The analysis is sensitive to resonances with masses in the range from 400 to 4500 GeV. Two categories are defined based on the merged or resolved reconstruction of the hadronically decaying vector boson, optimized for high- and low-mass resonances, respectively. The search is based on data collected during 2016 by the CMS experiment at the LHC in proton-proton collisions with a center-of-mass energy of $$\\sqrt{s}=$$ 13 TeV, corresponding to an integrated luminosity of 35.9 fb$$^{-1}$$. No excess is observed in the data above the standard model background expectation. Upper limits on the production cross section of heavy, narrow spin-1 and spin-2 resonances are derived as a function of the resonance mass, and exclusion limits on the production of W$'$ bosons and bulk graviton particles are calculated in the framework of the heavy vector triplet model and warped extra dimensions, respectively.« less

Sensitivity computation of the ell1 minimization problem and its application to dictionary design of ill-posed problems

NASA Astrophysics Data System (ADS)

Horesh, L.; Haber, E.

2009-09-01

The ell1 minimization problem has been studied extensively in the past few years. Recently, there has been a growing interest in its application for inverse problems. Most studies have concentrated in devising ways for sparse representation of a solution using a given prototype dictionary. Very few studies have addressed the more challenging problem of optimal dictionary construction, and even these were primarily devoted to the simplistic sparse coding application. In this paper, sensitivity analysis of the inverse solution with respect to the dictionary is presented. This analysis reveals some of the salient features and intrinsic difficulties which are associated with the dictionary design problem. Equipped with these insights, we propose an optimization strategy that alleviates these hurdles while utilizing the derived sensitivity relations for the design of a locally optimal dictionary. Our optimality criterion is based on local minimization of the Bayesian risk, given a set of training models. We present a mathematical formulation and an algorithmic framework to achieve this goal. The proposed framework offers the design of dictionaries for inverse problems that incorporate non-trivial, non-injective observation operators, where the data and the recovered parameters may reside in different spaces. We test our algorithm and show that it yields improved dictionaries for a diverse set of inverse problems in geophysics and medical imaging.

Search for new particles decaying to ZZ using final states with leptons and jets with the ATLAS detector in root s=7 TeV proton-proton collisions

DOE Office of Scientific and Technical Information (OSTI.GOV)

Aad G.; Abbott, B.; Abdallah, J.

2012-06-12

A search is presented for a narrow resonance decaying to a pair of Z bosons using data corresponding to 1.02 fb{sup -1} of integrated luminosity collected by the ATLAS experiment from pp collisions at {radical}s = 7 TeV. Events containing either four charged leptons ({ell}{ell}{ell}{ell}) or two charged leptons and two jets ({ell}{ell}jj) are analyzed and found to be consistent with the Standard Model background expectation. Lower limits on a resonance mass are set using the Randall-Sundrum (RS1) graviton model as a benchmark. Using both {ell}{ell}{ell}{ell} and {ell}{ell}jj events, an RS1 graviton with k/{bar m}{sub pl} = 0.1 and massmore » between 325 and 845 GeV is excluded at 95% confidence level. In addition, the {ell}{ell}{ell}{ell} events are used to set a model-independent fiducial cross section limit of {sigma}{sub fid}(pp {yields} X {yields} ZZ) < 0.92 pb at 95% confidence level for any new sources of ZZ production with m{sub ZZ} greater than 300 GeV.« less

Examination of instructional strategies: Secondary science teachers of mainstreamed English language learners in two high schools in southern New England

NASA Astrophysics Data System (ADS)

Yangambi, Matthieu Wakalewae

2005-12-01

Increasingly, English Language Learners (ELLs) are mainstreamed in science classes. As a result, science teachers must assume responsibility for these students' education. Currently, state tests show a wide performance gap between ELLs and non-ELLs in science and other content area courses. For instance, the Massachusetts Comprehensive Assessment System (MCAS) shows a two years average performance of 6% for ELLs and 33% for non-ELLs in English Language Arts (ELA), Mathematics, and Science and Technology, a 27% performance gap (Lachat, 2000). The use of research based effective teaching strategies for ELLs is indispensable in order to meet ELLs' learning needs (Jarret, 1999). The purpose of this study was to determine if differences exist between ELLs and non-ELLs regarding instructional strategies that secondary science teachers employ. Four areas were examined: instructional strategies mainstreamed ELLs and non-ELLs report as being most frequently employed by their science teachers, instructional strategies ELLs and non-ELLs consider most effective in their learning, the existing differences between ELLs and non-ELLs in the rating of effectiveness of instructional strategies their teachers currently practice, and factors impacting ELLs and non-ELLs' performance on high-stakes tests. This study was conducted in two urban high schools in Southern New England. The sample (N = 71) was based on the non-probability sampling technique known as convenience sampling from students registered in science classes. The questionnaire was designed based on research-based effective teaching strategies (Burnette, 1999; Ortiz, 1997), using a Likert-type scale. Several findings were of importance. First, ELLs and non-ELLs reported similar frequency of use of effective instructional strategies by teachers. However, ELLs and non-ELLs identified different preferences for strategies. Whereas non-ELLs preferred connecting learning to real life situations, ELLs rated that strategy as least

Differential Performance by English Language Learners on an Inquiry-Based Science Assessment

NASA Astrophysics Data System (ADS)

Turkan, Sultan; Liu, Ou Lydia

2012-10-01

The performance of English language learners (ELLs) has been a concern given the rapidly changing demographics in US K-12 education. This study aimed to examine whether students' English language status has an impact on their inquiry science performance. Differential item functioning (DIF) analysis was conducted with regard to ELL status on an inquiry-based science assessment, using a multifaceted Rasch DIF model. A total of 1,396 seventh- and eighth-grade students took the science test, including 313 ELL students. The results showed that, overall, non-ELLs significantly outperformed ELLs. Of the four items that showed DIF, three favored non-ELLs while one favored ELLs. The item that favored ELLs provided a graphic representation of a science concept within a family context. There is some evidence that constructed-response items may help ELLs articulate scientific reasoning using their own words. Assessment developers and teachers should pay attention to the possible interaction between linguistic challenges and science content when designing assessment for and providing instruction to ELLs.

Rigor or Restriction: Examining Close Reading with High School English Language Learners

ERIC Educational Resources Information Center

Thomason, Betty; Brown, Clara Lee; Ward, Natalia

2017-01-01

English language learners (ELLs) are the fastest growing student subgroup in the United States, and public schools have the challenging task of teaching ELLs both English language and academic content. In spite of the attention given to improving outcomes for ELLs, the achievement gap between ELLs and native English speakers persists, especially…

English Language Learners' Pathways to Four-Year Colleges

ERIC Educational Resources Information Center

Kanno, Yasuko; Cromley, Jennifer G.

2015-01-01

Background/Context: English language learners (ELLs) are the fastest growing segment of the K-12 student population in the United States, yet they encounter substantial problems entering higher education. The gap between ELLs and non-ELLs is particularly acute for four-year college access. Research has been largely silent on ELLs' college…

Technology Integration by General Education Teachers of English Language Learners

ERIC Educational Resources Information Center

Anglin, Marie Simone

2017-01-01

There is a growing population of English language learners (ELLs) in elementary schools across the United States, and a current academic achievement gap between ELLs and non-ELLs. Researchers have found that integration of Web 2.0 tools has benefitted ELLs in language learning settings, outside of the general classroom. The research problem…

Research-Supported Accommodation for English Language Learners in NAEP. CSE Technical Report.

ERIC Educational Resources Information Center

Abedi, Jamal; Courtney, Mary; Leon, Seth

Both English language learners (ELLs) and non-ELL students in grades 4 and 8 were tested in mathematics using one of several accommodations during winter 2002. This study compared computer-, customized dictionary-, and extra-time-accommodates test results of ELL and non-ELL students. Test and questionnaire results were examined for 607 students in…

Measurements of E-mode polarization and temperature-E-mode correlation in the cosmic microwave background from 100 square degrees of SPTPOL data

DOE PAGES

Crites, A. T.; Henning, J. W.; Ade, P. A. R.; ...

2015-05-18

Here, we present measurements ofmore » $E$-mode polarization and temperature-$E$$-mode correlation in the cosmic microwave background (CMB) using data from the first season of observations with SPTpol, the polarization-sensitive receiver currently installed on the South Pole Telescope (SPT). The observations used in this work cover 100~\\sqdeg\\ of sky with arcminute resolution at $$150\\,$GHz. We also report the $E$-mode angular auto-power spectrum ($EE$) and the temperature-$E$-mode angular cross-power spectrum ($TE$) over the multipole range $$500 < \\ell \\leq5000$$. These power spectra improve on previous measurements in the high-$$\\ell$$ (small-scale) regime. We fit the combination of the SPTpol power spectra, data from \\planck\\, and previous SPT measurements with a six-parameter \\LCDM cosmological model. Furthermore, we find that the best-fit parameters are consistent with previous results. The improvement in high-$$\\ell$$ sensitivity over previous measurements leads to a significant improvement in the limit on polarized point-source power: after masking sources brighter than 50\\,mJy in unpolarized flux at 150\\,GHz, we find a 95\\% confidence upper limit on unclustered point-source power in the $EE$ spectrum of $$D_\\ell = \\ell (\\ell+1) C_\\ell / 2 \\pi < 0.40 \\ \\mu{\\mbox{K}}^2$$ at $$\\ell=3000$$, indicating that future $EE$ measurements will not be limited by power from unclustered point sources in the multipole range $$\\ell < 3600$$, and possibly much higher in $$\\ell.$$« less

First Season QUIET Observations: Measurements of CMB Polarization Power Spectra at 43 GHz in the Multipole Range 25 <= ell <= 475

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bischoff, C.; /Chicago U., EFI /Harvard-Smithsonian Ctr. Astrophys.; Brizius, A.

2010-12-01

The Q/U Imaging ExperimenT (QUIET) employs coherent receivers at 43GHz and 95GHz, operating on the Chajnantor plateau in the Atacama Desert in Chile, to measure the anisotropy in the polarization of the CMB. QUIET primarily targets the B modes from primordial gravitational waves. The combination of these frequencies gives sensitivity to foreground contributions from diffuse Galactic synchrotron radiation. Between 2008 October and 2010 December, over 10,000 hours of data were collected, first with the 19-element 43-GHz array (3458 hours) and then with the 90-element 95-GHz array. Each array observes the same four fields, selected for low foregrounds, together covering {approx}more » 1000 square degrees. This paper reports initial results from the 43-GHz receiver which has an array sensitivity to CMB fluctuations of 69 {mu}K{radical}s. The data were extensively studied with a large suite of null tests before the power spectra, determined with two independent pipelines, were examined. Analysis choices, including data selection, were modified until the null tests passed. Cross correlating maps with different telescope pointings is used to eliminate a bias. This paper reports the EE, BB, and EB power spectra in the multipole range {ell} = 25-475. With the exception of the lowest multipole bin for one of the fields, where a polarized foreground, consistent with Galactic synchrotron radiation, is detected with 3-{sigma} significance, the E-mode spectrum is consistent with the {Lambda}CDM model, confirming the only previous detection of the first acoustic peak. The B-mode spectrum is consistent with zero, leading to a measurement of the tensor-to-scalar ratio of r = 0.35{sub -0.87}{sup +1.06}. The combination of a new time-stream 'double-demodulation' technique, Mizuguchi-Dragone optics, natural sky rotation, and frequent boresight rotation leads to the lowest level of systematic contamination in the B-mode power so far reported, below the level of r = 0.1.« less

The Development of English as a Second Language With and Without Specific Language Impairment: Clinical Implications.

PubMed

Paradis, Johanne

2016-02-01

The purpose of this research forum article is to provide an overview of typical and atypical development of English as a second language (L2) and to present strategies for clinical assessment with English language learners (ELLs). A review of studies examining the lexical, morphological, narrative, and verbal memory abilities of ELLs is organized around 3 topics: timeframe and characteristics of typical English L2 development, comparison of the English L2 development of children with and without specific language impairment (SLI), and strategies for more effective assessment with ELLs. ELLs take longer than 3 years to converge on monolingual norms and approach monolingual norms asynchronously across linguistic subdomains. Individual variation is predicted by age, first language, language learning aptitude, length of exposure to English in school, maternal education, and richness of the English environment outside school. ELLs with SLI acquire English more slowly than ELLs with typical development; their morphological and nonword repetition abilities differentiate them the most. Use of strategies such as parent questionnaires on first language development and ELL norm referencing can result in accurate discrimination of ELLs with SLI. Variability in the language abilities of ELLs presents challenges for clinical practice. Increased knowledge of English language learning development with and without SLI together with evidence-based alternative assessment strategies can assist in overcoming these challenges.

Measurements of the Temperature and E-mode Polarization of the CMB from 500 Square Degrees of SPTpol Data

NASA Astrophysics Data System (ADS)

Henning, J. W.; Sayre, J. T.; Reichardt, C. L.; Ade, P. A. R.; Anderson, A. J.; Austermann, J. E.; Beall, J. A.; Bender, A. N.; Benson, B. A.; Bleem, L. E.; Carlstrom, J. E.; Chang, C. L.; Chiang, H. C.; Cho, H.-M.; Citron, R.; Corbett Moran, C.; Crawford, T. M.; Crites, A. T.; de Haan, T.; Dobbs, M. A.; Everett, W.; Gallicchio, J.; George, E. M.; Gilbert, A.; Halverson, N. W.; Harrington, N.; Hilton, G. C.; Holder, G. P.; Holzapfel, W. L.; Hoover, S.; Hou, Z.; Hrubes, J. D.; Huang, N.; Hubmayr, J.; Irwin, K. D.; Keisler, R.; Knox, L.; Lee, A. T.; Leitch, E. M.; Li, D.; Lowitz, A.; Manzotti, A.; McMahon, J. J.; Meyer, S. S.; Mocanu, L.; Montgomery, J.; Nadolski, A.; Natoli, T.; Nibarger, J. P.; Novosad, V.; Padin, S.; Pryke, C.; Ruhl, J. E.; Saliwanchik, B. R.; Schaffer, K. K.; Sievers, C.; Smecher, G.; Stark, A. A.; Story, K. T.; Tucker, C.; Vanderlinde, K.; Veach, T.; Vieira, J. D.; Wang, G.; Whitehorn, N.; Wu, W. L. K.; Yefremenko, V.

2018-01-01

We present measurements of the E-mode polarization angular auto-power spectrum (EE) and temperature–E-mode cross-power spectrum (TE) of the cosmic microwave background (CMB) using 150 GHz data from three seasons of SPTpol observations. We report the power spectra over the spherical harmonic multipole range 50< {\\ell }≤slant 8000 and detect nine acoustic peaks in the EE spectrum with high signal-to-noise ratio. These measurements are the most sensitive to date of the EE and TE power spectra at {\\ell }> 1050 and {\\ell }> 1475, respectively. The observations cover 500 {\\deg }2, a fivefold increase in area compared to previous SPTpol analyses, which increases our sensitivity to the photon diffusion damping tail of the CMB power spectra enabling tighter constraints on ΛCDM model extensions. After masking all sources with unpolarized flux > 50 mJy, we place a 95% confidence upper limit on residual polarized point-source power of {D}{\\ell }={\\ell }({\\ell }+1){C}{\\ell }/2π < 0.107 μ {{{K}}}2 at {\\ell }=3000, suggesting that the EE damping tail dominates foregrounds to at least {\\ell }=4050 with modest source masking. We find that the SPTpol data set is in mild tension with the ΛCDM model (2.1σ ), and different data splits prefer parameter values that differ at the ∼ 1 σ level. When fitting SPTpol data at {\\ell }< 1000, we find cosmological parameter constraints consistent with those for Planck temperature. Including SPTpol data at {\\ell }> 1000 results in a preference for a higher value of the expansion rate ({H}0=71.3+/- 2.1 {km} {{{s}}}-1{{Mpc}}-1 ) and a lower value for present-day density fluctuations ({σ }8=0.77+/- 0.02).

$$B \\to \\pi \\ell \

DOE PAGES

Flynn, J. M.; Izubuchi, T.; Kawanai, T.; ...

2015-04-14

We calculate the form factors for B → πℓν and B s → 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 M π ≈ 290 MeV. We simultaneously extrapolate our numerical results to the physical light-quark massesmore » 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 + (q 2) and f 0(q 2) for both B → πℓν and B s → Kℓν at three momenta that span the q 2 range accessible in our numerical simulations. Next we extrapolate these results to q 2 = 0 using a model-independent z-parametrization based on analyticity and unitarity. We present our final results for f +(q 2) and f 0(q 2)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 B s → Kℓν decays enable determinations of the Cabibbo-Kobayashi-Maskawa matrix element |V ub|. 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 |V ub| = 3.61(32)×10 -3, where the error includes statistical and all systematic uncertainties. The same approach can be applied to the decay B s → Kℓν to provide an alternative determination of |V ub| once the process has been measured experimentally. In anticipation of future experimental measurements, we make predictions for B → πℓν and B s → Kℓν differential branching fractions and forward-backward asymmetries in the Standard Model.« less

MCAT Verbal Reasoning score: less predictive of medical school performance for English language learners.

PubMed

Winegarden, Babbi; Glaser, Dale; Schwartz, Alan; Kelly, Carolyn

2012-09-01

Medical College Admission Test (MCAT) scores are widely used as part of the decision-making process for selecting candidates for admission to medical school. Applicants who learned English as a second language may be at a disadvantage when taking tests in their non-native language. Preliminary research found significant differences between English language learners (ELLs), applicants who learned English after the age of 11 years, and non-ELL examinees on the Verbal Reasoning (VR) sub-test of the MCAT. The purpose of this study was to determine if relationships between VR sub-test scores and measures of medical school performance differed between ELL and non-ELL students. Scores on the MCAT VR sub-test and student performance outcomes (grades, examination scores, and markers of distinction and difficulty) were extracted from University of California San Diego School of Medicine admissions files and the Association of American Medical Colleges database for 924 students who matriculated in 1998-2005 (graduation years 2002-2009). Regression models were fitted to determine whether MCAT VR sub-test scores predicted medical school performance similarly for ELLs and non-ELLs. For several outcomes, including pre-clerkship grades, academic distinction, US Medical Licensing Examination Step 2 Clinical Knowledge scores and two clerkship shelf examinations, ELL status significantly affects the ability of the VR score to predict performance. Higher correlations between VR score and medical school performance emerged for non-ELL students than for ELL students for each of these outcomes. The MCAT VR score should be used with discretion when assessing ELL applicants for admission to medical school. © Blackwell Publishing Ltd 2012.

Hearing the voices of alternatively certified teachers in Texas: Narratives of teaching English language learners in urban secondary mainstream classrooms

NASA Astrophysics Data System (ADS)

Zannou, Yetunde Mobola

In Texas, nearly half of all new teachers are alternatively certified (AC) whilst English language learners (ELL) are over one-third of the public school population in some districts. As this trend continues, the likelihood that AC teachers will teach ELLs increases and alters what Texas teachers must know upon entering the classroom. This research explores teacher knowledge and beliefs about teaching ELLs through constructivist and narrative lenses. Four AC science teachers in two diverse school districts participated in in-depth interviews and reflective interviews following classroom observations to answer the research questions: (1) how do AC teachers describe and interpret their acts of teaching ELLs in mainstream classrooms; and (2) how do AC teachers describe and interpret their learning to teach ELLs in mainstream classrooms. Data were transcribed and analyzed using thematic narrative methods. This study found that participants saw ELL instruction as: (1) "just good teaching" strategies, (2) consisting primarily of cultural awareness and consideration for student comfort, and (3) less necessary in science where all students must learn the language. The most experienced teacher was the only participant to reference specific linguistic knowledge in describing ELL instruction. Many of the teachers described their work with ELL students as giving them an opportunity to improve their lives, which was consistent with their overall teaching philosophy and reason for entering the profession. Participant narratives about learning to teach ELLs described personal experience and person-to-person discussions as primary resources of knowledge. District support was generally described as unhelpful or incomplete. Participants portrayed their AC program as helpful in preparing them to work with ELL students, but everyone desired more relevant information from the program and more grade-appropriate strategies from the district. Participant narratives reveal AC teachers

Chemical education experiences from the English language learner perspective

NASA Astrophysics Data System (ADS)

Flores, Annette

2011-12-01

The Rio Grande Valley (RGV) is a region populated by Spanish-speaking immigrants and their descendants producing a large English Language Learner (ELL) student population. ELLs have historically had low literacy rates and achievement levels when compared to their counterparts. In order to address this achievement gap, previous research efforts and curriculum interventions have focused on language acquisition as being the determining factor in ELL education, with little attention given to academic content acquisition. More current research efforts have transitioned into English language acquisition through academic content instruction; this present research study specifically focuses on ELL experiences in chemistry. Participants were high school chemistry students who identified as ELL or had recently exited out of ELL status. Students were interviewed to identify factors that attributed to their experiences in chemistry. Findings indicate code-switching as a key to learning chemistry in English but also the deterrent in English language acquisition.

Exploring problem solving strategies on multiple-choice science items: Comparing native Spanish-speaking English Language Learners and mainstream monolinguals

NASA Astrophysics Data System (ADS)

Kachchaf, Rachel Rae

The purpose of this study was to compare how English language learners (ELLs) and monolingual English speakers solved multiple-choice items administered with and without a new form of testing accommodation---vignette illustration (VI). By incorporating theories from second language acquisition, bilingualism, and sociolinguistics, this study was able to gain more accurate and comprehensive input into the ways students interacted with items. This mixed methods study used verbal protocols to elicit the thinking processes of thirty-six native Spanish-speaking English language learners (ELLs), and 36 native-English speaking non-ELLs when solving multiple-choice science items. Results from both qualitative and quantitative analyses show that ELLs used a wider variety of actions oriented to making sense of the items than non-ELLs. In contrast, non-ELLs used more problem solving strategies than ELLs. There were no statistically significant differences in student performance based on the interaction of presence of illustration and linguistic status or the main effect of presence of illustration. However, there were significant differences based on the main effect of linguistic status. An interaction between the characteristics of the students, the items, and the illustrations indicates considerable heterogeneity in the ways in which students from both linguistic groups think about and respond to science test items. The results of this study speak to the need for more research involving ELLs in the process of test development to create test items that do not require ELLs to carry out significantly more actions to make sense of the item than monolingual students.

Structuring Cooperative Learning in Teaching English Pronunciation

ERIC Educational Resources Information Center

Chen, Hsuan-Yu; Goswami, Jaya S.

2011-01-01

Classrooms incorporating Cooperative Learning (CL) structures facilitate a supportive learning environment for English Language Learners (ELLs). Accurate pronunciation by ELLs is important for communication, and also benefits academic achievement. The known benefits of CL for ELLs make it a desirable learning environment to teach pronunciation…

Is It Real for All Kids? A Framework for Equitable Assessment Policies for English Language Learners.

ERIC Educational Resources Information Center

LaCelle-Peterson, Mark W.; Rivera, Charlene

1994-01-01

Educational reforms will not automatically have the same effects for native English speakers and English language learners (ELLs). Equitable assessment for ELLs must consider equity issues of assessment technologies, provide information on ELLs' developing language abilities and content-area achievement, and be comprehensive, flexible, progress…

Assessment and Accommodations for English Language Learners: Issues and Recommendations. CRESST Policy Brief 4, Summer 2001.

ERIC Educational Resources Information Center

Abedi, Jamal

This policy brief addresses the inclusion of English language learners (ELLs) in large-scale assessments and ELL assessment accommodations. The inclusion of ELL students creates specific accountability policy challenges. States differ in the students they include and their inclusion policies and accommodation practices, and, at present, inclusion…

Examining the Relationship between Math Scores and English Language Proficiency

ERIC Educational Resources Information Center

Henry, Denfield L.

2013-01-01

English language learners (ELLs) at a south Florida elementary school have consistently struggled with the mathematics segment of the Florida Comprehensive Assessment Test. Examining the relationship between ELLs' mathematics scores and English proficiency might provide local educators with ideas for reversing a downward trend in ELLs' mathematics…

Survey of Native English Speakers and Spanish-Speaking English Language Learners in Tertiary Introductory Statistics

ERIC Educational Resources Information Center

Lesser, Lawrence M.; Wagler, Amy E.; Esquinca, Alberto; Valenzuela, M. Guadalupe

2013-01-01

The framework of linguistic register and case study research on Spanish-speaking English language learners (ELLs) learning statistics informed the construction of a quantitative instrument, the Communication, Language, And Statistics Survey (CLASS). CLASS aims to assess whether ELLs and non-ELLs approach the learning of statistics differently with…

Beyond Compliance: ESL Faculty's Perspectives on Preparing General Education Faculty for ESL Infusion

ERIC Educational Resources Information Center

de Jong, Ester J.; Naranjo, Cindy; Li, Shuzhan; Ouzia, ­Aicha

2018-01-01

The trend of placing English language learners (ELLs) in mainstream classrooms has teacher education programs developing their capacity to prepare all teachers to educate ELLs. This study examined how universities in Florida implement a professional development requirement to help faculty infuse ELL content into their courses. Our findings suggest…

FAST TRACK COMMUNICATION Critical exponents of domain walls in the two-dimensional Potts model

NASA Astrophysics Data System (ADS)

Dubail, Jérôme; Lykke Jacobsen, Jesper; Saleur, Hubert

2010-12-01

We address the geometrical critical behavior of the two-dimensional Q-state Potts model in terms of the spin clusters (i.e. connected domains where the spin takes a constant value). These clusters are different from the usual Fortuin-Kasteleyn clusters, and are separated by domain walls that can cross and branch. We develop a transfer matrix technique enabling the formulation and numerical study of spin clusters even when Q is not an integer. We further identify geometrically the crossing events which give rise to conformal correlation functions. This leads to an infinite series of fundamental critical exponents h_{\\ell _1-\\ell _2,2\\ell _1}, valid for 0 <= Q <= 4, that describe the insertion of ell1 thin and ell2 thick domain walls.

Self-Concept and Native Language Background: A Study of Measurement Invariance and Cross-Group Comparisons in Third Grade

ERIC Educational Resources Information Center

Niehaus, Kate; Adelson, Jill L.

2013-01-01

This study examined the measurement and interpretation of self-concept among the growing population of children who are English Language Learners (ELLs). More specifically, a 3-group analysis was conducted comparing native English-speaking children, Spanish-speaking ELLs, and ELLs from Asian language backgrounds. Data were drawn from the Early…

Teacher Self-Efficacy and Cultural Proficiency: Program Evaluation for EL MAR Professional Development

ERIC Educational Resources Information Center

Davis, Catherine Hofius

2014-01-01

Many classroom teachers across the United States struggle to teach English language learners (ELLs) effectively, despite professional development in ELL strategies. This national problem is reflected in a rural middle school, the focus of this study. To address the academic needs of low-performing ELLs, the professional development model,…

Differentiating Mathematics Instruction for Secondary-Level English Language Learners in the Mainstream Classroom

ERIC Educational Resources Information Center

Cardimona, Kimberly

2018-01-01

This study investigated the nature of dyadic interaction between secondary English language learners (ELLs) engaged in mathematics peer tutoring sessions. An analysis of 15 ELL expert/novice student-tutoring dyads and three mathematics teacher/ELL novice dyads revealed the importance of questions and wait time in developing novice tutee ownership…

Time to Reclassification: How Long Does It Take English Language Learners in Seven Washington Districts to Develop English Proficiency?

ERIC Educational Resources Information Center

Motamedi, Jason Greenberg

2016-01-01

This study provides a basis for understanding how long it typically takes English language learners (ELLs) in seven Washington school districts to achieve reclassification as former ELLs. Researchers looked at ELLs' grade level and English proficiency at school entry, as well as their gender, home language, race/ethnicity, special education…

Developmental Differences in Curriculum-Based Measurement (CBM) Reading Aloud Growth Rates between English-Speaking Students and English Language Learners in Grade 8

ERIC Educational Resources Information Center

Yeo, Seungsoo; Park, Sohee

2014-01-01

The purpose of this study was to examine the developmental difference in curriculum-based measurement (CBM) reading aloud performance between Grade 8 English-speaking students and English language learners (ELLs) using two theories of reading development: compensatory model and cumulative model. Fifty non-ELLs and 133 ELLs were administered the…

English Language Learners and Reading Instruction: A Review of the Literature

ERIC Educational Resources Information Center

Snyder, Elizabeth; Witmer, Sara E.; Schmitt, Heather

2017-01-01

The growing English language learner (ELL) population in the United States warrants an examination of reading intervention effectiveness with this population. The reading achievement of ELLs is of particular concern due to the importance of reading skills and the innate language barriers that exist for ELLs. This article reviews existing…

The Correlates of Academic Performance for English Language Learner Students in a New England District. REL 2014-020

ERIC Educational Resources Information Center

Parker, Caroline E.; O'Dwyer, Laura M.; Irwin, Clare W.

2014-01-01

This study examined student and program characteristics that are related to English proficiency and content area achievement for English language learner (ELL) students in one urban district in Connecticut. The study found that ELL students in special education had English proficiency scores significantly lower than the mean for all ELL students…

Investigating Bilingual/ESL Teachers' Knowledge and Professional Development Opportunities in a Large Suburban School District in Texas

ERIC Educational Resources Information Center

Franco-Fuenmayor, Susana E.; Padrón, Yolanda N.; Waxman, Hersh C.

2015-01-01

Despite the fact that the population of English Language Learners (ELLs) is rapidly increasing, there is ample evidence that indicates that most teachers can benefit from training for teaching ELLs effectively. The purpose of this study is to examine teachers' knowledge of instructional practices for ELLs, research on bilingual programs,…

Flipped Instruction with English Language Learners at a Newcomer High School

ERIC Educational Resources Information Center

Graziano, Kevin J.; Hall, John D.

2017-01-01

Research on flipped instruction with English Language Learners (ELLs) is sparse. Data-driven flipped research conducted with ELLs primarily involves adult learners attending a college or university. This study examined the academic performance of secondary ELLs who received flipped instruction in an algebra course at a newcomer school compared to…

Multiliteracies Pedagogy: Creating Claymations with Adolescent, Post-Beginner English Language Learners

ERIC Educational Resources Information Center

Hepple, Erika; Sockhill, Margaret; Tan, Ashley; Alford, Jennifer

2014-01-01

In addressing literacy in high school education, it is important to foreground the particular issues faced by growing numbers of English Language Learners (ELLs). In our increasingly culturally and linguistically diverse classrooms, this is a matter for all literacy teachers, as well as ELL specialists. In Australia, teachers of ELLs are…

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

DOE PAGES

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 f T. Together with the vector and scalar form factors f + and f 0 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, whichmore » 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].« less

Effects of Language Context on Ratings of Shy and Unsociable Behaviors in English Language Learning Children

PubMed Central

Ash, Andrea C.; Rice, Mabel L.; Redmond, Sean M.

2014-01-01

Purpose The primary goal of this study was to explore the effect of the language context on the socially withdrawn behaviors of school aged-children who are English Language Learners (ELLs) from middle to high SES backgrounds. This is one of the first studies to address the frequently confused concepts of shyness and unsociability as independent constructs within the ELL population. This study also investigated the feasibility of an experimental parent and child questionnaire that examines shyness and unsociability across native and English speaking contexts. Method Children and parents (34 ELL and 37 native English speaking) were administered an experimental questionnaire examining shy and unsociable behavior in native language and English-speaking contexts. Results Parents and children from the ELL group reported significantly higher ratings of shy behavior in English versus native language contexts, whereas unsociable ratings did not differ across language contexts. Conclusions Shyness and unsociability are distinguishable behaviors in ELL children and these constructs should be considered when examining withdrawal. Additionally, examining ELL children’s behavior across language contexts provides a valuable method for investigating language influenced behavioral problems. This study demonstrates the need for service providers to evaluate behavior across subtype and language context before pathologizing withdrawal in ELL children. PMID:24687767

A Qualitative Inquiry into the Experiences of High-Potential Hispanic English Language Learners in Midwestern Schools

ERIC Educational Resources Information Center

Pereira, Nielsen; Gentry, Marcia

2013-01-01

The underrepresentation of English language learners (ELLs) in gifted programs remains a severe and pervasive problem; however, few studies exist concerning the educational experiences of high-potential ELLs. This study focused on Hispanic ELLs in Grades 2 through 6 from four Midwestern schools. In all, 22 students, 20 parents, and 22 teachers…

Elementary Teachers' Perceptions regarding Teaching English Language Learners in the Social Studies Classroom

ERIC Educational Resources Information Center

Doker, Carrie Ann

2010-01-01

English language learners (ELLs) are being taught social studies by teachers who have received limited resources and training to teach this subject to ELLs in the general education classroom. The purpose of this study was to explore teacher perceptions regarding teaching social studies to ELLs before and after the implementation of a professional…

A Systematic Approach to Bilingual Assessment: Development of a Handbook for School District Administrators and School Psychologists

ERIC Educational Resources Information Center

Parres, Laura

2017-01-01

English language learners (ELLs) are a significant and growing subset of the school age population across the United States. The projected growth of ELL students is significant and poses unique challenges for school districts when assessing bilingual students for special education. The state of California has the most ELL students in the nation…

Leveling the Playing Field: The Efficacy of Thinking Maps on English Language Learner Students' Writing

ERIC Educational Resources Information Center

Cooks, Jamal; Sunseri, Anita

2014-01-01

Many students, especially English language learners (ELLs), struggle with writing expository texts. This study examined the impact of several writing strategies on ELLs' writing skills, including prewriting strategies and scaffolding strategies inherent in the Thinking Maps (TM) program. The purpose of the study was to see if ELLs were able to use…

Full- and Half-Day Kindergarten Programmes: Examining Impacts on Second Language Learners

ERIC Educational Resources Information Center

Bingham, Gary E.; Hall-Kenyon, Kendra M.

2013-01-01

This study investigated the effect of full- and half-day kindergarten programmes on English language learners (ELL) and English-only-speaking children's literacy and mathematics performance in a large urban school district. Considerations were given to how the length of the school day, children's language status (ELL and non-ELL), and children's…

Reading Test Performance of English-Language Learners Using an English Dictionary.

ERIC Educational Resources Information Center

Albus, Debra; Thurlow, Martha; Liu, Kristin; Bielinski, John

2005-01-01

The authors examined the effects of a simplified English dictionary accommodation on the reading-test performance of Hmong English-language learners (ELLs). Participants included a control group of 69 non-ELL students and an experimental group of 133 Hmong ELLs from 3 urban middle schools in Minnesota. In a randomized counterbalanced design, all…

Education Needs to Further Examine Data Collection on English Language Learners in Charter Schools. GAO-13-655R

ERIC Educational Resources Information Center

Scott, George A.

2013-01-01

The US Government Accountability Office (GAO) began a study to compare English Language Learner (ELL) enrollment in charter schools to ELL enrollment in traditional public schools. For the study, they obtained ELL enrollment counts for school year 2010-11 from the U.S. Department of Education's (Education's) only available dataset containing the…

Flipping Math in a Secondary Classroom

ERIC Educational Resources Information Center

Graziano, Kevin J.; Hall, John D.

2017-01-01

Research on flipped instruction with K-12 English Language Learners (ELLs) is limited. The purpose of this study was to examine the academic performance of ELLs who received flipped instruction in an algebra course at a newcomer high school, and to investigate ELLs' perceptions of flipped learning. Results indicate flipped instruction engaged…

The Role of Dialogic Reading in Enhancing the Learning Opportunities of Preschool English Learners and Teachers in an English Only Setting

ERIC Educational Resources Information Center

Roselli, Taryn

2009-01-01

Today's preschool teachers are educating a diverse population of children, with many from homes where English is not the first language. In light of this growing number of English Language Learners (ELLs) in preschool, researchers have investigated ways to support ELLs' emergent literacy development. One of the ways to support ELLs' emergent…

Scaffolding English Language Learners' Reading Performance

ERIC Educational Resources Information Center

McKenzie, Lolita D.

2011-01-01

English language learners (ELLs) spend a majority of their instructional time in mainstream classrooms with mainstream teachers. Reading is an area with which many ELLs are challenged when placed within mainstream classrooms. Scaffolding has been identified as one of the best teaching practices for helping students read. ELL students in a local…

Study of B to pi l nu and B to rho l nu Decays and Determination of |V_ub|

DOE Office of Scientific and Technical Information (OSTI.GOV)

del Amo Sanchez, P.; Lees, J.P.; Poireau, V.

2011-12-09

We present an analysis of exclusive charmless semileptonic B-meson decays based on 377 million B{bar B} pairs recorded with the BABAR detector at the {Upsilon} (4S) resonance. We select four event samples corresponding to the decay modes B{sup 0} {yields} {pi}{sup -}{ell}{sup +}{nu}, B{sup +} {yields} {pi}{sup 0}{ell}{sup +}{nu}, B{sup 0} {yields} {rho}{sup -}{ell}{sup +}{nu}, and B{sup +} {yields} {rho}{sup 0}{ell}{sup +}{nu}, and find the measured branching fractions to be consistent with isospin symmetry. Assuming isospin symmetry, we combine the two B {yields} {pi}{ell}{nu} samples, and similarly the two B {yields} {rho}{ell}{nu} samples, and measure the branching fractions {Beta}(B{sup 0}more » {yields} {pi}{sup -}{ell}{sup +}{nu}) = (1.41 {+-} 0.05 {+-} 0.07) x 10{sup -4} and {Beta}(B{sup 0} {yields} {rho}{sup 0}{ell}{sup +}{nu}) = (1.75 {+-} 0.15 {+-} 0.27) x 10{sup -4}, where the errors are statistical and systematic. We compare the measured distribution in q{sup 2}, the momentum transfer squared, with predictions for the form factors from QCD calculations and determine the CKM matrix element |V{sub ub}|. Based on the measured partial branching fraction for B {yields} {pi}{ell}{nu} in the range q{sup 2} < 12 GeV{sup 2} and the most recent LCSR calculations we obtain |V{sub ub}| = (3.78 {+-} 0.13{sub -0.40}{sup +0.55}) x 10{sup -3}, where the errors refer to the experimental and theoretical uncertainties. From a simultaneous fit to the data over the full q{sup 2} range and the FNAL/MILC lattice QCD results, we obtain |V{sub ub}| = (2.95 {+-} 0.31) x 10{sup -3} from B {yields} {pi}{ell}{nu}, where the error is the combined experimental and theoretical uncertainty.« less

Measurement of the top-quark mass in $$\\mathrm{t}\\overline{\\mathrm{t}}$$ events with dilepton final states in pp collisions at $$\\sqrt{s}=7\\ \\mbox{TeV}$$

DOE Office of Scientific and Technical Information (OSTI.GOV)

Chatrchyan, S.; Khachatryan, V.; Sirunyan, A. M.

The top-quark mass is measured in proton-proton collisions at sqrt(s) = 7 TeV using a data sample corresponding to an integrated luminosity of 5.0 inverse femtobarns collected by the CMS experiment at the LHC. The measurement is performed in the dilepton decay channel t t-bar to ell+ nu[ell] b, ell- anti-nu[ell] b-bar, where ell=e,mu. Candidate top-quark decays are selected by requiring two leptons, at least two jets, and imbalance in transverse momentum. The mass is reconstructed with an analytical matrix weighting technique using distributions derived from simulated samples. Using a maximum-likelihood fit, the top-quark mass is determined to be 172.5more » +/- 0.4 (stat) +/- 1.5 (syst) GeV.« less

English Language Learners in America's Great City Schools: Demographics, Achievement and Staffing

ERIC Educational Resources Information Center

Uro, Gabriela; Barrio, Alejandra

2013-01-01

English Language Learners (ELLs) are among the fastest-growing demographic group in U.S. public schools. There are numerous recent reports documenting this phenomenon. Some reports estimate the numbers of ELLs enrolled in U.S. public schools, and other reports approximate the growth in ELL enrollment over the past five to ten years. Still, there…

Meeting the Needs of Chinese English Language Learners at Writing Centers in America: A Proposed Culturally Responsive Model

ERIC Educational Resources Information Center

Wang, Peizhen; Machado, Crystal

2015-01-01

This paper describes the ways in which Writing Centers (WC) currently serve English Language Learners (ELL) at American universities. The authors argue that the pedagogy offered at these centers does not always meet the needs of the Chinese ELLs who make up the largest population of ELLs at American universities. The proposed supplemental model…

American Indian English Language Learners: Misunderstood and Under-Served

ERIC Educational Resources Information Center

Carjuzaa, Jioanna; Ruff, William G.

2016-01-01

English Language Learners (ELLs) represent the fastest growing segment of pre-K-12 students in the United States. Currently, Montana has the highest percentage of ELLs who are American Indian/Alaska Native. Although there is tremendous linguistic diversity among students, more than 80% of ELLs in the US speak Spanish as their first language. This…

Becoming One Community: Reading and Writing with English Language Learners

ERIC Educational Resources Information Center

Fay, Kathleen; Whaley, Suzanne

2004-01-01

Written for the general classroom teacher whose class includes English language learners (ELLs), as well as for ELL teachers working in general classrooms, this book portrays ELL students in grades 3-6 who learn essential reading and writing skills and are full members of the classroom community. Throughout the book, the authors emphasize the…

A Comparison of the Effects of Classroom and Multi-User Virtual Environments on the Perceived Speaking Anxiety of Adult Post-Secondary English Language Learners

ERIC Educational Resources Information Center

Abal, Abdulaziz

2013-01-01

The population of English Language Learners (ELLs) globally has been increasing substantially every year. In the United States alone, adult ELLs are the fastest growing portion of learners in adult education programs (Yang, 2005). There is a significant need to improve the teaching of English to ELLs in the United States and other English-speaking…

Examining the Role of Time and Language Type in Reading Development for English Language Learners

ERIC Educational Resources Information Center

Betts, Joseph; Bolt, Sara; Decker, Dawn; Muyskens, Paul; Marston, Doug

2009-01-01

The purpose of this study was to examine the development of English reading achievement among English Language Learners (ELLs) and to determine whether the time that an ELL's family was in the United States and the type of native language spoken affected their reading development. Participants were 300 third-grade ELLs from two different native…

Developing Testing Accommodations for English Language Learners: Illustrations as Visual Supports for Item Accessibility

ERIC Educational Resources Information Center

Solano-Flores, Guillermo; Wang, Chao; Kachchaf, Rachel; Soltero-Gonzalez, Lucinda; Nguyen-Le, Khanh

2014-01-01

We address valid testing for English language learners (ELLs)--students in the United States who are schooled in English while they are still acquiring English as a second language. Also, we address the need for procedures for systematically developing ELL testing accommodations--changes in tests intended to support ELLs to gain access to the…

Selected Factors Related to the Mathematics Academic Achievement of Eighth Grade English Language Learners

ERIC Educational Resources Information Center

Garza, Anthony

2012-01-01

The purpose of this study was to examine selected factors related to the 8th grade mathematics achievement levels of English Language Learner (ELL) students in selected South Texas middle schools. The dependent variable, ELL mathematics achievement, was measured by the ELL student's raw score on the State of Texas Assessment of Academic Readiness…

Exemplary Teachers of English Language Learners: A Knowledge Base

ERIC Educational Resources Information Center

Clayton, Courtney

2013-01-01

The number of English language learners (ELL) in schools continues to rise. However, statistics reveal that the majority of classroom teachers have no training in working with ELLs (NCES, 2011). Because of this, it is critical to understand how teachers can be successfully prepared to teach ELLs. Through in-depth inquiry, this study explored what…

Learner Outcomes for English Language Learner Low Readers in an Early Intervention

ERIC Educational Resources Information Center

Kelly, Patricia R.; Gomez-Bellenge, Francisco-Xavier; Chen, Jing; Schulz, Melissa M.

2008-01-01

This study investigated the efficacy of Reading Recovery[R] (RR) with first grade English language learners (ELLs) in U.S. schools by examining the literacy outcomes of ELLs compared with their native English-speaking (NES) peers, who were also enrolled in RR. We also explored how ELLs' fall oral English proficiency levels were related to their…

The Bridge of Knowledge

ERIC Educational Resources Information Center

Dong, Yu Ren

2014-01-01

Although many English language learners (ELLs) in the United States have knowledge gaps that make it hard for them to master high-level content and skills, ELLs also often have background knowledge relevant to school learning that teachers neglect to access, this author argues. In the Common Core era, with ELLs being the fastest growing population…

English Language Learners' Strategies for Reading Computer-Based Texts at Home and in School

ERIC Educational Resources Information Center

Park, Ho-Ryong; Kim, Deoksoon

2016-01-01

This study investigated four elementary-level English language learners' (ELLs') use of strategies for reading computer-based texts at home and in school. The ELLs in this study were in the fourth and fifth grades in a public elementary school. We identify the ELLs' strategies for reading computer-based texts in home and school environments. We…

What Matters for Staying On-Track and Graduating in Chicago Public Schools: A Focus on English Language Learners. Research Report

ERIC Educational Resources Information Center

Gwynne, Julia; Pareja, Amber Stitziel; Ehrlich, Stacy B.; Allensworth, Elaine

2012-01-01

One out of every seven students in the Chicago Public Schools (CPS) is designated as an English language learner (ELL), and 30 percent of students in the entire district have been designated as ELLs at some point while enrolled in CPS. Many of the policies, programs, and resources targeting the needs of ELL students focus on students in elementary…

The Impact on Writing Achievement of Two Bilingual Education Models for English Language Learners

ERIC Educational Resources Information Center

Valdez, Angela L.

2012-01-01

The number of English language learners (ELLs) within the school system in one Western U.S. state continues to rise; writing scores of ELLs lag well behind those of their English speaking peers. The purpose of this ex post facto quantitative causal comparative study was to examine the writing achievement of fourth grade ELLs instructed within a…

The Education of English Language Learners in Arizona: A Legacy of Persisting Achievement Gaps in a Restrictive Language Policy Climate

ERIC Educational Resources Information Center

Garcia, Eugene E.; Lawton, Kerry; Diniz de Figueiredo, Eduardo H.

2010-01-01

This report reviews achievement gaps in both reading and math between ELL and non-ELL students in Arizona over the post-Proposition 203 period 2005-2009 and during the first year of implementation of the 4 hour ELD block, 2008-09. The study finds that Arizona has made little to no progress in closing the achievement gap between ELL and non-ELL…

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…

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…

Blues for Elle - Microbial Bebop

DOE Office of Scientific and Technical Information (OSTI.GOV)

Larsen, Peter

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 melodymore » 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...)« less

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…

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…

Study of \\Bpilnu and \\Brholnu decays and determination of \\Vub at \\babar

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wulsin, H.Wells

2011-02-07

The authors report a measurement of the branching fractions for B{sup 0} {yields} {pi}{sup -}{ell}{sup +}{nu} and B{sup 0} {yields} {rho}{sup -}{ell}{sup +}{nu} decays using charged and neutral B decays with isospin constraints. They find {beta}(B{sup 0} {yields} {pi}{sup -}{ell}{sup +}{nu}) = (1.41 {+-} 0.05 {+-} 0.07) x 10{sup -4}, and {beta}(B{sup 0} {yields} {rho}{sup -}{ell}{sup +}{nu}) = (1.75 {+-} 0.15 {+-} 0.27) x 10{sup -4}, where the first error is statistical and the second is systematic. They measure {Delta}{beta}/{Delta}q{sup 2}, with 6 q{sup 2} bins for B{sup 0} {yields} {pi}{sup -}{ell}{sup +}{nu} and 3 q{sup 2} bins for B{supmore » 0} {yields} {rho}{sup -}{ell}{sup +}{nu}, and compare the distributions in data with theoretical predictions for the form factors. They use these branching fractions and form-factor calculations to determine |V{sub ub}|. Based on a combined fit to the FNAL/MILC lattice QCD calculation and data over the full q{sup 2} range, they find |V{sub ub}| = (2.95 {+-} 0.31) x 10{sup -3}.« less

DOE Office of Scientific and Technical Information (OSTI.GOV)

Aad G.; Abbott B.; Abdallah J.

This Letter presents a search for the Standard Model Higgs boson in the decay channel H {yields} ZZ{sup (*)} {yields} {ell}{sup +}{ell}{sup -}{ell}{prime}{sup +}{ell}{prime}{sup -}, where {ell}, {ell}{prime} = e or {mu}, using proton-proton collisions at {radical}s = 7 TeV recorded with the ATLAS detector and corresponding to an integrated luminosity of 4.8 fb{sup -1}. The four-lepton invariant mass distribution is compared with Standard Model background expectations to derive upper limits on the cross section of a Standard Model Higgs boson with a mass between 110 GeV and 600 GeV. The mass ranges 134-156 GeV, 182-233 GeV, 256-265 GeV andmore » 268-415 GeV are excluded at the 95% confidence level. The largest upward deviations from the background-only hypothesis are observed for Higgs boson masses of 125 GeV, 244 GeV and 500 GeV with local significances of 2.1, 2.2 and 2.1 standard deviations, respectively. Once the look-elsewhere effect is considered, none of these excesses are significant.« less

The PARP1-Siah1 Axis Controls HIV-1 Transcription and Expression of Siah1 Substrates.

PubMed

Yu, Dan; Liu, Rongdiao; Yang, Geng; Zhou, Qiang

2018-06-26

Recent studies have revealed a key role of PARP1 that catalyzes the poly-ADP-ribosylation (PARylation) of substrates in regulating gene transcription. We show here that HIV-1 transcriptional activation also requires PARP1 activity. Because efficient HIV-1 transactivation is known to depend on the ELL2-containing super elongation complex (SEC), we investigated the functional relationship between PARP1 and ELL2-SEC in HIV-1 transcriptional control. We show that PARP1 elevates ELL2 protein levels to form more ELL2-SEC in cells. This effect is caused by PARP1's suppression of expression of Siah1, an E3 ubiquitin ligase for ELL2, at both mRNA and protein levels. At the mRNA level, PARP1 coordinates with the co-repressor NCoR to suppress Siah1 transcription. At the protein level, PARP1 promotes Siah1 proteolysis, likely through inducing PARylation-dependent ubiquitination (PARdU) of Siah1. Thus, a PARP1-Siah1 axis activates HIV-1 transcription and controls the expression of ELL2 and other Siah1 substrates. Copyright © 2018 The Authors. Published by Elsevier Inc. All rights reserved.

English Language Learners' Nonword Repetition Performance: The Influence of Age, L2 Vocabulary Size, Length of L2 Exposure, and L1 Phonology.

PubMed

Duncan, Tamara Sorenson; Paradis, Johanne

2016-02-01

This study examined individual differences in English language learners' (ELLs) nonword repetition (NWR) accuracy, focusing on the effects of age, English vocabulary size, length of exposure to English, and first-language (L1) phonology. Participants were 75 typically developing ELLs (mean age 5;8 [years;months]) whose exposure to English began on average at age 4;4. Children spoke either a Chinese language or South Asian language as an L1 and were given English standardized tests for NWR and receptive vocabulary. Although the majority of ELLs scored within or above the monolingual normal range (71%), 29% scored below. Mixed logistic regression modeling revealed that a larger English vocabulary, longer English exposure, South Asian L1, and older age all had significant and positive effects on ELLs' NWR accuracy. Error analyses revealed the following L1 effect: onset consonants were produced more accurately than codas overall, but this effect was stronger for the Chinese group whose L1s have a more limited coda inventory compared with English. ELLs' NWR performance is influenced by a number of factors. Consideration of these factors is important in deciding whether monolingual norm referencing is appropriate for ELL children.

Excitation rates for transitions in Kr XXXII

NASA Astrophysics Data System (ADS)

Aggarwal, K. M.; Keenan, F. P.; Lawson, K. D.

2009-04-01

In this paper we report our results for collision strengths and effective collision strengths for transitions among the lowest 125 levels of the 2s22p, 2s2p2, 2p3, 2s23ell, 2s2p3ell, and 2p23ell configurations of Kr XXXII. For our calculations both the FAC and DARC codes have been employed.

Analysis of the Sheltered Instruction Observation Protocol Model on Academic Performance of English Language Learners

NASA Astrophysics Data System (ADS)

Ingram, Sandra W.

This quantitative comparative descriptive study involved analyzing archival data from end-of-course (EOC) test scores in biology of English language learners (ELLs) taught or not taught using the sheltered instruction observation protocol (SIOP) model. The study includes descriptions and explanations of the benefits of the SIOP model to ELLs, especially in content area subjects such as biology. Researchers have shown that ELLs in high school lag behind their peers in academic achievement in content area subjects. Much of the research on the SIOP model took place in elementary and middle school, and more research was necessary at the high school level. This study involved analyzing student records from archival data to describe and explain if the SIOP model had an effect on the EOC test scores of ELLs taught or not taught using it. The sample consisted of 527 Hispanic students (283 females and 244 males) from Grades 9-12. An independent sample t-test determined if a significant difference existed in the mean EOC test scores of ELLs taught using the SIOP model as opposed to ELLs not taught using the SIOP model. The results indicated that a significant difference existed between EOC test scores of ELLs taught using the SIOP model and ELLs not taught using the SIOP model (p = .02). A regression analysis indicated a significant difference existed in the academic performance of ELLs taught using the SIOP model in high school science, controlling for free and reduced-price lunch (p = .001) in predicting passing scores on the EOC test in biology at the school level. The data analyzed for free and reduced-price lunch together with SIOP data indicated that both together were not significant (p = .175) for predicting passing scores on the EOC test in high school biology. Future researchers should repeat the study with student-level data as opposed to school-level data, and data should span at least three years.

Electroweak production of two jets in association with a Z boson in proton-proton collisions at $$\\sqrt{s}= $$ 13 TeV

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sirunyan, Albert M; et al.

A measurement of the electroweak (EW) production of two jets in association with a Z boson in proton-proton collisions atmore » $$\\sqrt{s} = $$ 13 TeV is presented, based on data recorded in 2016 by the CMS experiment at the LHC corresponding to an integrated luminosity of 35.9 fb$$^{-1}$$. The measurement is performed in the $$\\ell\\ell\\mathrm{jj}$$ final state with $$\\ell$$ including electrons and muons, and the jets j corresponding to the quarks produced in the hard interaction. The measured cross section in a kinematic region defined by invariant masses $$m_{\\ell\\ell} > $$ 50 GeV, $$m_{\\mathrm{jj}} > $$ 120 GeV, and transverse momenta $$p_{\\mathrm{T j}} > $$ 25 GeV is $$\\sigma_\\mathrm{EW}(\\ell\\ell\\mathrm{jj})= $$ 552 $$\\pm$$ 19 (stat) $$\\pm$$ 55 (syst) fb, in agreement with leading-order standard model predictions. The final state is also used to perform a search for anomalous trilinear gauge couplings. No evidence is found and limits on anomalous trilinear gauge couplings associated with dimension-six operators are given in the framework of an effective field theory. The corresponding 95% confidence level intervals are $$-2.6 < c_{WWW}/\\Lambda^2 < 2.6 $$ TeV$$^{-2}$$ and $$-8.4 < c_{W}/\\Lambda^2 < 10.1 $$ TeV$$^{-2}$$. The additional jet activity of events in a signal-enriched region is also studied, and the measurements are in agreement with predictions.« less

Measurements of the pp →ZZ production cross section and the Z→4ℓ branching fraction, and constraints on anomalous triple gauge couplings at $$\\sqrt{s}$$ = 13 TeV

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sirunyan, A. M.; Tumasyan, A.; Adam, W.

Four-lepton production in proton-proton collisions,more » $$\\mathrm {p}\\mathrm {p}\\rightarrow (\\mathrm{Z}/ \\gamma ^*)(\\mathrm{Z}/\\gamma ^*) \\rightarrow 4\\ell $$ , where $$\\ell = \\mathrm {e}$$ or $$\\mu $$ , is studied at a center-of-mass energy of 13 $$\\,\\text {TeV}$$ with the CMS detector at the LHC. The data sample corresponds to an integrated luminosity of 35.9 $$\\,\\text {fb}^{-1}$$ . The ZZ production cross section, $$\\sigma (\\mathrm {p}\\mathrm {p}\\rightarrow \\mathrm{Z}\\mathrm{Z}) = 17.2 \\pm 0.5\\,\\text {(stat)} \\pm 0.7\\,\\text {(syst)} \\pm 0.4\\,\\text {(theo)} \\pm 0.4\\,\\text {(lumi)} \\text { pb} $$ , measured using events with two opposite-sign, same-flavor lepton pairs produced in the mass region $$60< m_{\\ell ^+\\ell ^-} < 120\\,\\text {GeV} $$ , is consistent with standard model predictions. Differential cross sections are measured and are well described by the theoretical predictions. The Z boson branching fraction to four leptons is measured to be $$\\mathcal {B}(\\mathrm{Z}\\rightarrow 4\\ell ) = 4.8 \\pm 0.2\\,\\text {(stat)} \\pm 0.2\\,\\text {(syst)} \\pm 0.1\\,\\text {(theo)} \\pm 0.1\\,\\text {(lumi)} \\times 10^{-6}$$ for events with a four-lepton invariant mass in the range $$80< m_{4\\ell } < 100\\,\\text {GeV} $$ and a dilepton mass $$m_{\\ell \\ell } > 4\\,\\text {GeV} $$ for all opposite-sign, same-flavor lepton pairs. Finally, the results agree with standard model predictions. The invariant mass distribution of the four-lepton system is used to set limits on anomalous ZZZ and ZZ $$\\gamma $$ couplings at 95% confidence level: $$-0.0012 < f_4^\\mathrm{Z}<0.0010$$ , $$-0.0010 < f_5^\\mathrm{Z} < 0.0013$$ , $$-0.0012 < f_4^{\\gamma }<0.0013$$ , $$-0.0012 < f_5^{\\gamma } < 0.0013$$ .« less

Measurements of the pp →ZZ production cross section and the Z→4ℓ branching fraction, and constraints on anomalous triple gauge couplings at $$\\sqrt{s}$$ = 13 TeV

DOE PAGES

Sirunyan, A. M.; Tumasyan, A.; Adam, W.; ...

2018-02-24

Four-lepton production in proton-proton collisions,more » $$\\mathrm {p}\\mathrm {p}\\rightarrow (\\mathrm{Z}/ \\gamma ^*)(\\mathrm{Z}/\\gamma ^*) \\rightarrow 4\\ell $$ , where $$\\ell = \\mathrm {e}$$ or $$\\mu $$ , is studied at a center-of-mass energy of 13 $$\\,\\text {TeV}$$ with the CMS detector at the LHC. The data sample corresponds to an integrated luminosity of 35.9 $$\\,\\text {fb}^{-1}$$ . The ZZ production cross section, $$\\sigma (\\mathrm {p}\\mathrm {p}\\rightarrow \\mathrm{Z}\\mathrm{Z}) = 17.2 \\pm 0.5\\,\\text {(stat)} \\pm 0.7\\,\\text {(syst)} \\pm 0.4\\,\\text {(theo)} \\pm 0.4\\,\\text {(lumi)} \\text { pb} $$ , measured using events with two opposite-sign, same-flavor lepton pairs produced in the mass region $$60< m_{\\ell ^+\\ell ^-} < 120\\,\\text {GeV} $$ , is consistent with standard model predictions. Differential cross sections are measured and are well described by the theoretical predictions. The Z boson branching fraction to four leptons is measured to be $$\\mathcal {B}(\\mathrm{Z}\\rightarrow 4\\ell ) = 4.8 \\pm 0.2\\,\\text {(stat)} \\pm 0.2\\,\\text {(syst)} \\pm 0.1\\,\\text {(theo)} \\pm 0.1\\,\\text {(lumi)} \\times 10^{-6}$$ for events with a four-lepton invariant mass in the range $$80< m_{4\\ell } < 100\\,\\text {GeV} $$ and a dilepton mass $$m_{\\ell \\ell } > 4\\,\\text {GeV} $$ for all opposite-sign, same-flavor lepton pairs. Finally, the results agree with standard model predictions. The invariant mass distribution of the four-lepton system is used to set limits on anomalous ZZZ and ZZ $$\\gamma $$ couplings at 95% confidence level: $$-0.0012 < f_4^\\mathrm{Z}<0.0010$$ , $$-0.0010 < f_5^\\mathrm{Z} < 0.0013$$ , $$-0.0012 < f_4^{\\gamma }<0.0013$$ , $$-0.0012 < f_5^{\\gamma } < 0.0013$$ .« less

Observation of proton-tagged, central (semi)exclusive production of high-mass lepton pairs in pp collisions at 13 TeV with the CMS-TOTEM precision proton spectrometer

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sirunyan, Albert M; et al.

The process ppmore » $$\\to\\ell^+\\ell^-$$p$$^{(*)}$$, with $$\\ell^+\\ell^-$$ a muon or an electron pair produced at midrapidity with mass larger than 110 GeV, has been observed for the first time at the LHC in pp collisions at $$\\sqrt{s} =$$ 13 TeV. One of the two scattered protons is measured in the CMS-TOTEM precision proton spectrometer (CT-PPS), which operated for the first time in 2016. The second proton either remains intact or is excited and then dissociates into a low-mass state p$$^{*}$$, which is undetected. The measurement is based on an integrated luminosity of 9.4 fb$$^{-1}$$ collected during standard, high-luminosity LHC operation. A total of 12 $$\\mu^+\\mu^-$$ and 8 e$^+$e$^-$ pairs with $$m(\\ell^{+}\\ell^{-}) >$$ 110 GeV, and matching forward proton kinematics, are observed, with expected backgrounds of 1.49 $$\\pm$$ 0.07 (stat) $$\\pm$$ 0.53 (syst) and 2.36 $$\\pm$$ 0.09 (stat) $$\\pm$$ 0.47 (syst), respectively. This corresponds to an excess of more than five standard deviations over the expected background. The present result constitutes the first observation of proton-tagged $$\\gamma\\gamma$$ collisions at the electroweak scale. This measurement also demonstrates that CT-PPS performs according to the design specifications.« less

Preparing teachers to create a mainstream science classroom conducive to the needs of English-language learners: A feminist action research project

NASA Astrophysics Data System (ADS)

Buck, Gayle; Mast, Colette; Ehlers, Nancy; Franklin, Elizabeth

2005-11-01

A feminist action research team, which consisted of a science educator, an English-language learner (ELL) educator, a first-year science teacher, and a graduate assistant, set a goal to work together to explore the process a beginning teacher goes through to establish a classroom conducive to the needs of middle-level ELL learners. The guiding questions of the study were answered by gathering a wealth of data over the course of 5 months and taken from the classroom, planning sessions, and researchers and students. These data were collected by observations, semistructured interviews, and written document reviews. The progressive analysis ultimately revealed that: (a) successful strategies a beginning teacher must utilize for teaching middle-level ELL children in a mainstream classroom involve complex structural considerations that are not part of the teacher's preparation; (b) learning increases for all children, but there are differences in learning achievement between ELL and non-ELL children; and (c) student and peer feedback proved to be an effective means of enhancing the growth of a beginning teacher seeking to increase her skills in teaching ELL learners. The experiences and findings from this project have implications for teacher preparation programs committed to preparing educators to teach science to all children.

Meeting the Needs of High School Science Teachers in English Language Learner Instruction

NASA Astrophysics Data System (ADS)

Cho, Seonhee; McDonnough, Jacqueline T.

2009-08-01

This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning (ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’ special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications for science teacher preservice and inservice education in regard to working with language minority students.

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

DOE Office of Scientific and Technical Information (OSTI.GOV)

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 (E T ). We increase our acceptance by using a wide suite of high-p T 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 → bmore » $$\\bar{b}$$ 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 σ ZW/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 σ ZW/ZZ < 6.1 pb at 95% CL.« less

Predictors and Outcomes of Early vs. Later English Language Proficiency Among English Language Learners

PubMed Central

Halle, Tamara; Hair, Elizabeth; Wandner, Laura; McNamara, Michelle; Chien, Nina

2011-01-01

The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self control, and externalizing behaviors in kindergarten and generally continued to grow in a positive direction on these social/behavioral outcomes at a steeper rate compared to their native English-speaking peers, holding other factors constant. Differences in reading and math achievement between ELLs and native English speakers varied based on the grade at which English proficiency is attained. Specifically, ELLs who were proficient in English by kindergarten entry kept pace with native English speakers in both reading and math initially and over time; ELLs who were proficient by first grade had modest gaps in reading and math achievement compared to native English speakers that closed narrowly or persisted over time; and ELLs who were not proficient by first grade had the largest initial gaps in reading and math achievement compared to native speakers but the gap narrowed over time in reading and grew over time in math. Among those whose home language is not English, acquiring English proficiency by kindergarten entry was associated with better cognitive and behavioral outcomes through eighth grade compared to taking longer to achieve proficiency. Multinomial regression analyses indicated that child, family, and school characteristics predict achieving English proficiency by kindergarten entry compared to achieving proficiency later. Results are discussed in terms of policies and practices that can support ELL children’s growth and development. PMID:22389551

Measurements of the Temperature and E-mode Polarization of the CMB from 500 Square Degrees of SPTpol Data

DOE Office of Scientific and Technical Information (OSTI.GOV)

Henning, J. W.; Sayre, J. T.; Reichardt, C. L.

2018-01-10

We present measurements of themore » $E$-mode polarization angular auto-power spectrum ($EE$) and temperature-$E$-mode cross-power spectrum ($TE$) of the cosmic microwave background (CMB) using 150 GHz data from three seasons of SPTpol observations. We now report the $EE$ and $TE$ power spectra over the spherical harmonic multipole range $$50 < \\ell \\leq 8000$$, and detect the first nine acoustic peaks in the $EE$ spectrum with high signal-to-noise. These measurements are the most sensitive to date of the $EE$ and $TE$ angular polarization power spectra at $$\\ell > 1050$$ and $$\\ell > 1475$$, respectively. The observations cover $$500\\, \\rm{deg}^2$$ of sky, a fivefold increase in area compared to previous SPTpol power spectrum releases, leading to more than a factor of two reduction in bandpower uncertainties. The additional sky coverage increases our sensitivity to the photon-diffusion damping tail of the CMB angular power spectra, which enables tighter constraints on $$\\Lambda CDM$$ model extensions such as primordial helium content $$Y_\\rm{p}$$ and effective number of relativistic species $$N_\\rm{eff}$$. Furthermore, after masking all sources with unpolarized flux $>50$ mJy we place a 95% confidence upper limit on residual polarized point-source power of $$D_\\ell < 0.10 \\mu{\\rm K}^2$$ at $$\\ell=3000$$. This limit is a factor of four lower than the previous best upper limit, and suggests that the $EE$ damping tail is brighter than foregrounds to at least $$\\ell = 4100$$ with modest source masking. Finally, we find cosmological parameter constraints consistent with those for $Planck$ temperature when fitting SPTpol data at $$\\ell < 1000$$. However, including SPTpol data at $$\\ell > 1000$$ results in a preference for a higher value of the expansion rate ($$H_0 = 71.2 \\pm 2.1\\,\\mbox{km}\\,s^{-1}\\mbox{Mpc}^{-1}$$) and a lower value for present-day density fluctuations ($$\\sigma_8 = 0.77 \\pm 0.02$$). (Abridged).« less

Measurements of the Temperature and E-mode Polarization of the CMB from 500 Square Degrees of SPTpol Data

DOE Office of Scientific and Technical Information (OSTI.GOV)

Henning, J. W.; Sayre, J. T.; Reichardt, C. L.

We present measurements of themore » $E$-mode polarization angular auto-power spectrum ($EE$) and temperature-$E$-mode cross-power spectrum ($TE$) of the cosmic microwave background (CMB) using 150 GHz data from three seasons of SPTpol observations. We now report the $EE$ and $TE$ power spectra over the spherical harmonic multipole range $$50 < \\ell \\leq 8000$$, and detect the first nine acoustic peaks in the $EE$ spectrum with high signal-to-noise. These measurements are the most sensitive to date of the $EE$ and $TE$ angular polarization power spectra at $$\\ell > 1050$$ and $$\\ell > 1475$$, respectively. The observations cover $$500\\, \\rm{deg}^2$$ of sky, a fivefold increase in area compared to previous SPTpol power spectrum releases, leading to more than a factor of two reduction in bandpower uncertainties. The additional sky coverage increases our sensitivity to the photon-diffusion damping tail of the CMB angular power spectra, which enables tighter constraints on $$\\Lambda CDM$$ model extensions such as primordial helium content $$Y_\\rm{p}$$ and effective number of relativistic species $$N_\\rm{eff}$$. Furthermore, after masking all sources with unpolarized flux $>50$ mJy we place a 95% confidence upper limit on residual polarized point-source power of $$D_\\ell < 0.10 \\mu{\\rm K}^2$$ at $$\\ell=3000$$. This limit is a factor of four lower than the previous best upper limit, and suggests that the $EE$ damping tail is brighter than foregrounds to at least $$\\ell = 4100$$ with modest source masking. Finally, we find cosmological parameter constraints consistent with those for $Planck$ temperature when fitting SPTpol data at $$\\ell < 1000$$. However, including SPTpol data at $$\\ell > 1000$$ results in a preference for a higher value of the expansion rate ($$H_0 = 71.2 \\pm 2.1\\,\\mbox{km}\\,s^{-1}\\mbox{Mpc}^{-1}$$) and a lower value for present-day density fluctuations ($$\\sigma_8 = 0.77 \\pm 0.02$$). (Abridged).« less

Measurements of the Temperature and E-mode Polarization of the CMB from 500 Square Degrees of SPTpol Data

DOE PAGES

Henning, J. W.; Sayre, J. T.; Reichardt, C. L.; ...

2018-01-11

We present measurements of themore » $E$-mode polarization angular auto-power spectrum ($EE$) and temperature-$E$-mode cross-power spectrum ($TE$) of the cosmic microwave background (CMB) using 150 GHz data from three seasons of SPTpol observations. We now report the $EE$ and $TE$ power spectra over the spherical harmonic multipole range $$50 < \\ell \\leq 8000$$, and detect the first nine acoustic peaks in the $EE$ spectrum with high signal-to-noise. These measurements are the most sensitive to date of the $EE$ and $TE$ angular polarization power spectra at $$\\ell > 1050$$ and $$\\ell > 1475$$, respectively. The observations cover $$500\\, \\rm{deg}^2$$ of sky, a fivefold increase in area compared to previous SPTpol power spectrum releases, leading to more than a factor of two reduction in bandpower uncertainties. The additional sky coverage increases our sensitivity to the photon-diffusion damping tail of the CMB angular power spectra, which enables tighter constraints on $$\\Lambda CDM$$ model extensions such as primordial helium content $$Y_\\rm{p}$$ and effective number of relativistic species $$N_\\rm{eff}$$. Furthermore, after masking all sources with unpolarized flux $>50$ mJy we place a 95% confidence upper limit on residual polarized point-source power of $$D_\\ell < 0.10 \\mu{\\rm K}^2$$ at $$\\ell=3000$$. This limit is a factor of four lower than the previous best upper limit, and suggests that the $EE$ damping tail is brighter than foregrounds to at least $$\\ell = 4100$$ with modest source masking. Finally, we find cosmological parameter constraints consistent with those for $Planck$ temperature when fitting SPTpol data at $$\\ell < 1000$$. However, including SPTpol data at $$\\ell > 1000$$ results in a preference for a higher value of the expansion rate ($$H_0 = 71.2 \\pm 2.1\\,\\mbox{km}\\,s^{-1}\\mbox{Mpc}^{-1}$$) and a lower value for present-day density fluctuations ($$\\sigma_8 = 0.77 \\pm 0.02$$). (Abridged).« less

Constraints on models for the Higgs boson with exotic spin and parity in $$\\boldsymbol{VH\\rightarrow Vb\\bar{b}}$$ final states

DOE PAGES

Abazov, Victor Mukhamedovich

2014-10-16

In this study, we present constraints on models containing non-standard model values for the spinmore » $J$ and parity $P$ of the Higgs boson, $H$, in up to 9.7~fb$$^{-1}$$ of $$p\\bar{p}$$ collisions at $$\\sqrt{s} = $$ 1.96~TeV collected with the D0 detector at the Fermilab Tevatron Collider. These are the first studies of Higgs boson $$J^{P}$$ with fermions in the final state. In the $$ZH\\rightarrow \\ell\\ell b\\bar{b}$$, $$WH\\rightarrow \\ell\

Teaching science to English Language Learners: Instructional approaches of high school teachers

NASA Astrophysics Data System (ADS)

Frank, Betty-Vinca N.

Students who are English Language Learners (ELLs) form the fastest growing segment of the American school population. Prompted by the call for scientific literacy for all citizens, science educators too have investigated the intersection of language and science instruction of ELLs. However these studies have typically been conducted with elementary students. Few studies have explored how high school science teachers, particularly those who have not received any special training, approach science instruction of ELLs and what supports them in this endeavor. This was a qualitative case study conducted with five science teachers in one small urban high school that predominantly served ELLs. The purpose of this study was to examine instructional approaches used by teachers to make science accessible to ELLs and the factors that supported or inhibited them in developing their instructional approaches. This goal encompassed the following questions: (a) how teachers viewed science instruction of ELLs, (b) how teachers designed a responsive program to teach science to ELLs, (c) what approaches teachers used for curriculum development and instruction, (d) how teachers developed classroom learning communities to meet the needs of ELLs. Seven instructional strategies and five perceived sources of support emerged as findings of this research. In summary, teachers believed that they needed to make science more accessible for their ELL students while promoting their literacy skills. Teachers provided individualized attention to students to provide relevant support. Teachers engaged their students in various types of active learning lessons in social contexts, where students worked on both hands-on and meaning-making activities and interacted with their peers and teachers. Teachers also created classroom communities and learning spaces where students felt comfortable to seek and give help. Finally, teachers identified several sources of support that influenced their instructional

Longitudinal analysis of receptive vocabulary growth in young Spanish English-speaking children from migrant families.

PubMed

Jackson, Carla Wood; Schatschneider, Christopher; Leacox, Lindsey

2014-01-01

The authors of this study described developmental trajectories and predicted kindergarten performance of Spanish and English receptive vocabulary acquisition of young Latino/a English language learners (ELLs) from socioeconomically disadvantaged migrant families. In addition, the authors examined the extent to which gender and individual initial performance in Spanish predict receptive vocabulary performance and growth rate. The authors used hierarchical linear modeling of 64 children's receptive vocabulary performance to generate growth trajectories, predict performance at school entry, and examine potential predictors of rate of growth. The timing of testing varied across children. The ELLs (prekindergarten to 2nd grade) participated in 2-5 testing sessions, each 6-12 months apart. The ELLs' average predicted standard score on an English receptive vocabulary at kindergarten was nearly 2 SDs below the mean for monolingual peers. Significant growth in the ELLs' receptive vocabulary was observed between preschool and 2nd grade, indicating that the ELLs were slowly closing the receptive vocabulary gap, although their average score remained below the standard score mean for age-matched monolingual peers. The ELLs demonstrated a significant decrease in Spanish receptive vocabulary standard scores over time. Initial Spanish receptive vocabulary was a significant predictor of growth in English receptive vocabulary. High initial Spanish receptive vocabulary was associated with greater growth in English receptive vocabulary and decelerated growth in Spanish receptive vocabulary. Gender was not a significant predictor of growth in either English or Spanish receptive vocabulary. ELLs from low socioeconomic backgrounds may be expected to perform lower in English compared with their monolingual English peers in kindergarten. Performance in Spanish at school entry may be useful in identifying children who require more intensive instructional support for English vocabulary

Warped AdS3 black holes

NASA Astrophysics Data System (ADS)

Song, Wei; Anninos, Dionysios; Li, Wei; Padi, Megha; Strominger, Andrew

2009-03-01

Three dimensional topologically massive gravity (TMG) with a negative cosmological constant -ell-2 and positive Newton constant G admits an AdS3 vacuum solution for any value of the graviton mass μ. These are all known to be perturbatively unstable except at the recently explored chiral point μell = 1. However we show herein that for every value of μell ≠ 3 there are two other (potentially stable) vacuum solutions given by SL(2,Bbb R) × U(1)-invariant warped AdS3 geometries, with a timelike or spacelike U(1) isometry. Critical behavior occurs at μell = 3, where the warping transitions from a stretching to a squashing, and there are a pair of warped solutions with a null U(1) isometry. For μell > 3, there are known warped black hole solutions which are asymptotic to warped AdS3. We show that these black holes are discrete quotients of warped AdS3 just as BTZ black holes are discrete quotients of ordinary AdS3. Moreover new solutions of this type, relevant to any theory with warped AdS3 solutions, are exhibited. Finally we note that the black hole thermodynamics is consistent with the hypothesis that, for μell > 3, the warped AdS3 ground state of TMG is holographically dual to a 2D boundary CFT with central charges c_R-formula and c_L-formula.

Search for a new scalar resonance decaying to a pair of Z bosons in proton-proton collisions at $$\\sqrt{s} =$$ 13 TeV

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sirunyan, Albert M; et al.

A search for a new scalar resonance decaying to a pair of Z bosons is performed in the mass range from 130 GeV to 3 TeV, and for various width scenarios. The analysis is based on proton-proton collisions recorded by the CMS experiment at the LHC in 2016, corresponding to an integrated luminosity of 35.9 fbmore » $$^{-1}$$ at a center-of-mass energy of 13 TeV. The Z boson pair decays are reconstructed using the 4$$\\ell$$, 2$$\\ell$$2q, and 2$$\\ell$$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,"…

Measurement of $$WW/WZ \\rightarrow \\ell \

DOE Office of Scientific and Technical Information (OSTI.GOV)

Aaboud, M.; Aad, G.; Abbott, B.

This paper presents a study of the production of WW or WZ boson pairs, with one W boson decaying to e? or µv and one W or Z boson decaying hadronically. The analysis uses 20.2fb -1 of s=8TeVpp collision data, collected by the ATLAS detector at the Large Hadron Collider. Cross-sections for WW / WZ production are measured in high-p T fiducial regions defined close to the experimental event selection. The cross-section is measured for the case where the hadronically decaying boson is reconstructed as two resolved jets, and the case where it is reconstructed as a single jet. The transverse momentummore » distribution of the hadronically decaying boson is used to search for new physics. Observations are consistent with the Standard Model predictions, and 95% confidence intervals are calculated for parameters describing anomalous triple gauge-boson couplings.« less

Measurement of $$WW/WZ \\rightarrow \\ell \

DOE Office of Scientific and Technical Information (OSTI.GOV)

Aaboud, M.; Aad, G.; Abbott, B.

This article presents a study of the production of WW or WZ boson pairs, with one W boson decaying to eν or μν and one W or Z boson decaying hadronically. The analysis uses 20.2 fb -1 of s√=8 TeV pp collision data, collected by the ATLAS detector at the Large Hadron Collider. Cross-sections for WW / WZ production are measured in high- pTpT fiducial regions defined close to the experimental event selection. The cross-section is measured for the case where the hadronically decaying boson is reconstructed as two resolved jets, and the case where it is reconstructed asmore » a single jet. The transverse momentum distribution of the hadronically decaying boson is used to search for new physics. Observations are consistent with the Standard Model predictions, and 95% confidence intervals are calculated for parameters describing anomalous triple gauge-boson couplings.« less

Measurement of $$WW/WZ \\rightarrow \\ell \

DOE PAGES

Aaboud, M.; Aad, G.; Abbott, B.; ...

2017-08-20

This paper presents a study of the production of WW or WZ boson pairs, with one W boson decaying to e? or µv and one W or Z boson decaying hadronically. The analysis uses 20.2fb -1 of s=8TeVpp collision data, collected by the ATLAS detector at the Large Hadron Collider. Cross-sections for WW / WZ production are measured in high-p T fiducial regions defined close to the experimental event selection. The cross-section is measured for the case where the hadronically decaying boson is reconstructed as two resolved jets, and the case where it is reconstructed as a single jet. The transverse momentummore » distribution of the hadronically decaying boson is used to search for new physics. Observations are consistent with the Standard Model predictions, and 95% confidence intervals are calculated for parameters describing anomalous triple gauge-boson couplings.« less

5 Strategies for Discourse Scaffolding ELLs

ERIC Educational Resources Information Center

Banse, Holland W.; Palacios, Natalia A.; Merritt, Eileen G.; Rimm-Kaufman, Sara E.

2016-01-01

Facilitating productive discussions in the mathematics classroom is a challenge for many teachers. Discourse--student communication of mathematical ideas with teachers and peers--provides a platform on which students share their understanding, clarify misperceptions, and evaluate ideas. If students are unable to access and participate in…

Methods & Strategies: 5E for ELL

ERIC Educational Resources Information Center

Gomez-Zwiep, Susan; Straits, William; Topps, Jo

2015-01-01

Science provides a rich context for English learners (ELs) to develop language skills in meaningful ways. This article outlines steps to create a lesson that blends both inquiry science and formal English language development (ELD) strategies. The process, developed through a four-year research project in a large urban school district (Gomez-Zwiep…

A Correlational Study of Graphic Organizers and Science Achievement of English Language Learners

NASA Astrophysics Data System (ADS)

Clarke, William Gordon

English language learners (ELLs) demonstrate lower academic performance and have lower graduation and higher dropout rates than their non-ELL peers. The primary purpose of this correlational quantitative study was to investigate the relationship between the use of graphic organizer-infused science instruction and science learning of high school ELLs. Another objective was to determine if the method of instruction, socioeconomic status (SES), gender, and English language proficiency (ELP) were predictors of academic achievement of high school ELLs. Data were gathered from a New York City (NYC) high school fall 2012-2013 archival records of 145 ninth-grade ELLs who had received biology instruction in freestanding English as a second language (ESL) classes, followed by a test of their learning of the material. Fifty-four (37.2%) of these records were of students who had learned science by the conventional textbook method, and 91 (62.8%) by using graphic organizers. Data analysis employed the Statistical Package for the Social Sciences (SPSS) software for multiple regression analysis, which found graphic organizer use to be a significant predictor of New York State Regents Living Environment (NYSRLE) test scores (p < .01). One significant regression model was returned whereby, when combined, the four predictor variables (method of instruction, SES, gender, and ELP) explained 36% of the variance of the NYSRLE score. Implications of the study findings noted graphic organizer use as advantageous for ELL science achievement. Recommendations made for practice were for (a) the adoption of graphic organizer infused-instruction, (b) establishment of a protocol for the implementation of graphic organizer-infused instruction, and (c) increased length of graphic organizer instructional time. Recommendations made for future research were (a) a replication quantitative correlational study in two or more high schools, (b) a quantitative quasi-experimental quantitative study to

Optimizing global liver function in radiation therapy treatment planning

NASA Astrophysics Data System (ADS)

Wu, Victor W.; Epelman, Marina A.; Wang, Hesheng; Romeijn, H. Edwin; Feng, Mary; Cao, Yue; Ten Haken, Randall K.; Matuszak, Martha M.

2016-09-01

Liver stereotactic body radiation therapy (SBRT) patients differ in both pre-treatment liver function (e.g. due to degree of cirrhosis and/or prior treatment) and radiosensitivity, leading to high variability in potential liver toxicity with similar doses. This work investigates three treatment planning optimization models that minimize risk of toxicity: two consider both voxel-based pre-treatment liver function and local-function-based radiosensitivity with dose; one considers only dose. Each model optimizes different objective functions (varying in complexity of capturing the influence of dose on liver function) subject to the same dose constraints and are tested on 2D synthesized and 3D clinical cases. The normal-liver-based objective functions are the linearized equivalent uniform dose (\\ell \\text{EUD} ) (conventional ‘\\ell \\text{EUD} model’), the so-called perfusion-weighted \\ell \\text{EUD} (\\text{fEUD} ) (proposed ‘fEUD model’), and post-treatment global liver function (GLF) (proposed ‘GLF model’), predicted by a new liver-perfusion-based dose-response model. The resulting \\ell \\text{EUD} , fEUD, and GLF plans delivering the same target \\ell \\text{EUD} are compared with respect to their post-treatment function and various dose-based metrics. Voxel-based portal venous liver perfusion, used as a measure of local function, is computed using DCE-MRI. In cases used in our experiments, the GLF plan preserves up to 4.6 % ≤ft(7.5 % \\right) more liver function than the fEUD (\\ell \\text{EUD} ) plan does in 2D cases, and up to 4.5 % ≤ft(5.6 % \\right) in 3D cases. The GLF and fEUD plans worsen in \\ell \\text{EUD} of functional liver on average by 1.0 Gy and 0.5 Gy in 2D and 3D cases, respectively. Liver perfusion information can be used during treatment planning to minimize the risk of toxicity by improving expected GLF; the degree of benefit varies with perfusion pattern. Although fEUD model optimization is computationally inexpensive and

Elementary and Secondary Teachers' Attitudes and Efficacy for Teaching English Language Learners in the Mainstream Classroom

ERIC Educational Resources Information Center

Mathis, Dawn L.

2017-01-01

The purpose of this study was to evaluate Elementary and Secondary teachers' attitudes, efficacy, and cultural proficiency with mainstream ELL students. This study further explored teachers' beliefs toward professional development, differentiating curriculum and instruction, and understanding language acquisition with mainstream ELL students. The…

The language growth of spanish-speaking English language learners.

PubMed

Rojas, Raúl; Iglesias, Aquiles

2013-01-01

Although the research literature regarding language growth trajectories is burgeoning, the shape and direction of English Language Learners' (ELLs) language growth trajectories are largely not known. This study used growth curve modeling to determine the shape of ELLs' language growth trajectories across 12,248 oral narrative language samples (6,516 Spanish; 5,732 English) produced by 1,723 ELLs during the first 3 years of formal schooling (M age at first observation = 5 years 7 months). Results indicated distinct trajectories of language growth over time for each language differentially impacted by summer vacation and gender, significant intra- and interindividual differences in initial status and growth rates across both languages, and language-specific relations between language growth and initial status. Implications of ELLs' language growth are discussed. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

Utilisation de la mélatonine pour le sommeil chez les enfants en bonne santé

PubMed Central

Janjua, Irvin; Goldman, Ran D.

2016-01-01

Résumé Question Une maman a amené son garçon de 12 ans me consulter à mon bureau. Elle s’inquiète, car il a de la difficulté à s’endormir presque tous les soirs. Elle travaille par quarts et elle prend elle-même de la mélatonine pour l’aider à s’endormir. Elle m’a demandé si son garçon pouvait aussi prendre de la mélatonine. Quels sont les recommandations et les éléments à considérer avant d’utiliser la mélatonine chez les enfants et les adolescents en bonne santé? Réponse L’insomnie est rapportée chez jusqu’à un quart des enfants en bonne santé et chez les trois quarts des enfants atteints d’une affection psychiatrique ou neurodéveloppementale, ce qui entraîne des conséquences négatives. Pour les enfants atteints du syndrome de retard de phase du sommeil, la mélatonine pourrait s’avérer utile lorsque jumelée à une évaluation de l’insomnie et à un suivi régulier. La mélatonine pourrait être envisagée pour des enfants sans diagnostic d’insomnie qui ont une bonne hygiène du sommeil. Bien qu’elle semble sans danger, il n’existe pas de données probantes en faveur de l’emploi systématique de la mélatonine chez les enfants en bonne santé.

Examining the Relationship between Math Scores and English Language Proficiency

ERIC Educational Resources Information Center

Henry, Denfield L.; Nistor, Nicolae; Baltes, Beate

2016-01-01

Multiple studies propose that English proficiency dictates English language learners' (ELLs) performances on mathematics assessments. The current study investigates the predictive power of English proficiency on mathematics scores, while controlling for gender, socioeconomic status (SES), and grade level among ELLs at a south Florida elementary…

Preparing Teachers to Promote Culturally Relevant Teaching: Helping English Language Learners in the Classroom

ERIC Educational Resources Information Center

Islam, Chhanda; Park, Mi-Hwa

2015-01-01

Graduate students who know strategies for second language acquisition are more prepared to advocate for appropriate instructional accommodations to facilitate engagement of English language learners (ELLs; Daniel, 2008). Obstacles to comprehension for ELLs are decreased when teachers use purposeful tasks that use language productively and…

Transport properties of nonelectrolyte liquid mixtures—V. Viscosity coefficients for binary mixtures of benzene plus alkanes at saturation pressure from 283 to 393 K

NASA Astrophysics Data System (ADS)

Dymond, J. H.; Young, K. J.

1981-09-01

Viscosity coefficient measurements at saturation pressure are reported for benzene + n-hexane, benzene + n-octane, benzene + n-decane, benzene + n-dodecane, benzene + n-hexadecane, and benzene + cyclohexane at temperatures from 283 to 393 K. The characteristic parameter G in the Grunberg and Nissan equation 10765_2004_Article_BF00504187_TeX2GIFE1.gif ell nη = x_1 ell nη _1 + x_2 ell nη _2 + x_1 x_2 G is found to be both composition and temperature dependent for benzene + n-alkane mixtures, but it is independent of composition for the system benzene + cyclohexane.

Teaching Science Through the Language of Students in Technology-Enhanced Instruction

NASA Astrophysics Data System (ADS)

Ryoo, Kihyun

2015-02-01

This study examines whether and how tapping into students' everyday language in a web-based learning environment can improve all students' science learning in linguistically heterogeneous classrooms. A total of 220 fifth-grade English Language Learners (ELLs) and their non-ELL peers were assigned to either an everyday English approach condition or a textbook approach condition, and completed technology-enhanced instruction focusing on respiration and photosynthesis. Students in the everyday English approach condition were taught the concepts in everyday, conversational English before content-specific scientific terms were introduced, while students in the textbook approach condition were taught the same concepts and vocabulary simultaneously. The results show that the everyday English approach was significantly more effective in helping both ELLs and non-ELL students develop a coherent understanding of abstract concepts related to photosynthesis and respiration. Students in the everyday English approach condition were also better able to link content-specific terms to their understanding of the concepts. These findings show the potential advantage of using students' everyday English as a resource to make science more accessible to linguistically diverse students in mainstream classrooms. By integrating students' everyday language in science instruction, it is possible for all students including ELLs to acquire both the content and language of science.

The relationship between mathematics and language: academic implications for children with specific language impairment and English language learners.

PubMed

Alt, Mary; Arizmendi, Genesis D; Beal, Carole R

2014-07-01

The present study examined the relationship between mathematics and language to better understand the nature of the deficit and the academic implications associated with specific language impairment (SLI) and academic implications for English language learners (ELLs). School-age children (N = 61; 20 SLI, 20 ELL, 21 native monolingual English [NE]) were assessed using a norm-referenced mathematics instrument and 3 experimental computer-based mathematics games that varied in language demands. Group means were compared with analyses of variance. The ELL group was less accurate than the NE group only when tasks were language heavy. In contrast, the group with SLI was less accurate than the groups with NE and ELLs on language-heavy tasks and some language-light tasks. Specifically, the group with SLI was less accurate on tasks that involved comparing numerical symbols and using visual working memory for patterns. However, there were no group differences between children with SLI and peers without SLI on language-light mathematics tasks that involved visual working memory for numerical symbols. Mathematical difficulties of children who are ELLs appear to be related to the language demands of mathematics tasks. In contrast, children with SLI appear to have difficulty with mathematics tasks because of linguistic as well as nonlinguistic processing constraints.

The Effects of Glossary and Read-Aloud Accommodations on English Language Learners' Performance on a Mathematics Assessment

ERIC Educational Resources Information Center

Wolf, Mikyung Kim; Kim, Jinok; Kao, Jenny

2012-01-01

Glossary and reading aloud test items are commonly allowed in many states' accommodation policies for English language learner (ELL) students for large-scale mathematics assessments. However, little research is available regarding the effects of these accommodations on ELL students' performance. Further, no research exists that examines how…

Integrating Science and English Proficiency for English Language Learners

ERIC Educational Resources Information Center

Lee, Okhee; Buxton, Cory A.

2013-01-01

Despite the expectation that all students should achieve high academic standards, content area instruction and English for speakers of other languages instruction for English language learners (ELLs) have traditionally been conceptualized as separate domains, resulting in educational inequities for ELLs. This is because effective instruction to…

Multimodal Analysis of Language Learning in World of Warcraft Play: Languaging as Values-Realizing

ERIC Educational Resources Information Center

Zheng, Dongping; Newgarden, Kristi; Young, Michael F.

2012-01-01

Applying Communicative Project theory (Linell, 2009), we identify and distinguish between the different coordination and language activities that emerged during an episode of "World of Warcraft" ("WoW") gameplay involving English Language learners (ELLs). We further investigate ELLs' coordinations between killing and caring, self and others, in…

Middle School Mathematics Teachers' Conceptions of English Language Learners and Strategies to Support Them: An Examination of Two Professional Development Communities of Practice

ERIC Educational Resources Information Center

Roberts, Sarah Ann

2009-01-01

This study examined teachers' positioning of English language learners (ELLs) and instructional strategies to support them within the Problem Solving Cycle professional development program. Using a communities of practice lens (Wenger, 2000) and building on literature related to supporting ELLs in mathematics, Mathematics Knowledge for Teaching…

Effect of Balanced Math Instruction on Math Performance of Grade 1 and Grade 2 English Language Learners

ERIC Educational Resources Information Center

Cavanaugh, Gary Scott

2017-01-01

Research affirmed that instructional strategies that promote English Language Learners' (ELLs) Academic Language Proficiency (ALP) are essential in the primary grades for ELLs to succeed in school. This quantitative causal-comparative study relied on the premise of Vygotsky's sociocultural theory and addressed to what extent Balanced Math…

The Education of English Language Learners: Research to Practice

ERIC Educational Resources Information Center

Shatz, Marilyn, Ed.; Wilkinson, Louise C., Ed.

2010-01-01

This comprehensive volume describes evidence-based strategies for supporting English language learners (ELLs) by promoting meaningful communication and language use across the curriculum. Leading experts explain how and why learning is different for ELLs and pinpoint specific best practices for the classroom, illustrated with vivid examples.…

Measuring and Comparing Academic Language Development and Conceptual Understanding via Science Notebooks

ERIC Educational Resources Information Center

Huerta, Margarita; Tong, Fuhui; Irby, Beverly J.; Lara-Alecio, Rafael

2016-01-01

The authors of this quantitative study measured and compared the academic language development and conceptual understanding of fifth-grade economically disadvantaged English language learners (ELL), former ELLs, and native English-speaking (ES) students as reflected in their science notebook scores. Using an instrument they developed, the authors…

Culturally and Linguistically Responsive Practices in Psychoeducational Reports for English Language Learners

ERIC Educational Resources Information Center

Harris, Bryn; Sullivan, Amanda L.; Oades-Sese, Geraldine V.; Sotelo-Dynega, Marlene

2015-01-01

Past researchers suggested there are a number of shortcomings in the psychoeducational evaluation process and practices used with English language learners (ELLs). In the present exploratory study, the authors descriptively examined the assessment practices used in the special education eligibility determination process for ELLs as documented in…

Video Self-Modeling for English Language Learners

ERIC Educational Resources Information Center

Boisvert, Précille; Rao, Kavita

2015-01-01

Teachers of English language learners (ELLs), expected to address grade-level standards and prepare ELLs for standardized assessments, have the difficult task of designing instruction that meets the range of needs in their classrooms. When these learners have experienced limited or interrupted education, the challenges intensify. Whereas…

Principles and Guidelines for Equitable Mathematics Teaching Practices and Materials for English Language Learners

ERIC Educational Resources Information Center

Moschkovich, Judit

2013-01-01

In this essay, the author describes principles for equitable mathematics teaching practices for English Language Learners (ELLs) and outlines guidelines for materials to support such practices. Although research cannot provide a recipe for equitable teaching practices for ELLs, teachers, educators, and administrators can use this set of…

A Framework for Explicit Vocabulary Instruction with English Language Learners

ERIC Educational Resources Information Center

Nisbet, Deanna L.; Tindall, Evie R.

2015-01-01

Academic vocabulary development is critical to the success of all learners--particularly English language learners (ELLs). This article presents a framework for integrating explicit academic vocabulary instruction for ELLs into middle school classrooms. The framework embodies five research-based principles and serves as a vehicle for structuring…

Investigating Sociohistorical Contexts and Practices through a Community Scan: A Canadian Punjabi-Sikh Example

ERIC Educational Resources Information Center

Smythe, Suzanne; Toohey, Kelleen

2009-01-01

We describe a collaborative project in which university researchers, teachers and Grade 4-5 English language learners (ELLs) investigated the sociohistorical contexts and practices in which the ELLs participate, through a "community scan". Many observers have argued that schools and teachers have such minimal knowledge of the…

To What Extent Do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers Use with English Language Learners?

ERIC Educational Resources Information Center

Rader-Brown, Lucy M.

2010-01-01

Using responses from a survey of elementary teachers from the state of Ohio, this study analyzed the influences of teachers' professional training (both pre-service training and in-service professional development), teachers' attitude towards ELLs, teachers' bilingualism, schools' percent of ELLs, and schools' resources (both socioeconomic status…

Goats Don't Wear Coats: An Examination of Semantic Interference in Rhyming Assessments of Reading Readiness for English Language Learners

ERIC Educational Resources Information Center

Moreira, Sylvia; Hamilton, Maryellen

2006-01-01

Rhyming tests have historically been used in the education system to assess reading readiness. English language learners (ELLs) have consistently scored poorly on these assessment tools. The current article examines a possible reason for this poor performance by ELLs. Specifically, the authors examined the relationship between semantic…

Flipping between Languages? An Exploratory Analysis of the Usage by Spanish-Speaking English Language Learner Tertiary Students of a Bilingual Probability Applet

ERIC Educational Resources Information Center

Lesser, Lawrence M.; Wagler, Amy E.; Salazar, Berenice

2016-01-01

English language learners (ELLs) are a rapidly growing part of the student population in many countries. Studies on resources for language learners--especially Spanish-speaking ELLs--have focused on areas such as reading, writing, and mathematics, but not introductory probability and statistics. Semi-structured qualitative interviews investigated…

Search for new physics in lepton + photon + X events with 929 pb**(-1) of p anti-p collisions at s**(1/2) = 1.96-TeV

DOE Office of Scientific and Technical Information (OSTI.GOV)

Abulencia, A.; /Illinois U., Urbana; Adelman, J.

2007-02-01

The authors present results of a search at CDF in 929 {+-} 56 pb{sup -1} of p{bar p} collisions at 1.96 TeV for the anomalous production of events containing a high-transverse momentum charged lepton ({ell}, either e or {mu}) and photon ({gamma}), accompanied by missing transverse energy (E{sub T}), and/or additional leptons and photons, and jets (X). They use the same selection criteria as in a previous CDF Run I search, but with an order-magnitude larger data set, a higher p{bar p} collisions energy, and the CDF II detector. They find 163 {ell}{gamma}E{sub T} + X events, compared to anmore » expectation of 150.6 {+-} 13.0 events. They observe 74 {ell}{ell}{gamma} + X events, compared to an expectation of 65.1 {+-} 7.7 events. They find no events similar to the Run II ee{gamma}{gamma}E{sub T} event.« less

Evolution from Rydberg gas to ultracold plasma in a supersonic atomic beam of Xe

NASA Astrophysics Data System (ADS)

Hung, J.; Sadeghi, H.; Schulz-Weiling, M.; Grant, E. R.

2014-08-01

A Rydberg gas of xenon, entrained in a supersonic atomic beam, evolves slowly to form an ultracold plasma. In the early stages of this evolution, when the free-electron density is low, Rydberg atoms undergo long-range \\ell -mixing collisions, yielding states of high orbital angular momentum. The development of high-\\ell states promotes dipole-dipole interactions that help to drive Penning ionization. The electron density increases until it reaches the threshold for avalanche. Ninety μs after the production of a Rydberg gas with the initial state, {{n}_{0}}{{\\ell }_{0}}=42d, a 432 V cm-1 electrostatic pulse fails to separate charge in the excited volume, an effect which is ascribed to screening by free electrons. Photoexcitation cross sections, observed rates of \\ell -mixing, and a coupled-rate-equation model simulating the onset of the electron-impact avalanche point consistently to an initial Rydberg gas density of 5\\times {{10}^{8}}\\;c{{m}^{-3}}.

The Language Growth of Spanish-Speaking English Language Learners

ERIC Educational Resources Information Center

Rojas, Raul; Iglesias, Aquiles

2013-01-01

Although the research literature regarding language growth trajectories is burgeoning, the shape and direction of English Language Learners' (ELLs) language growth trajectories are largely not known. This study used growth curve modeling to determine the shape of ELLs' language growth trajectories across 12,248 oral narrative language samples…

Preparing English Learners for Effective Peer Review in the Writers' Workshop

ERIC Educational Resources Information Center

Kim, Soo Hyon

2015-01-01

English Language Learners (ELLs) often face challenges when participating in peer review activities in writers' workshops. This article identifies some of the potential difficulties that ELL writers may experience, and provides teachers with strategies to address these problems. The author describes a simple three-step peer review training model…

Identifying Academically Gifted English-Language Learners Using Nonverbal Tests: A Comparison of the Raven, NNAT, and CogAT

ERIC Educational Resources Information Center

Lohman, David F.; Korb, Katrina A.; Lakin, Joni M.

2008-01-01

In this study, the authors compare the validity of three nonverbal tests for the purpose of identifying academically gifted English-language learners (ELLs). Participants were 1,198 elementary children (approximately 40% ELLs). All were administered the Raven Standard Progressive Matrices (Raven), the Naglieri Nonverbal Ability Test (NNAT), and…

Seeking Inclusivity in English Language Learning Web Sites

ERIC Educational Resources Information Center

McClure, Kristene K.

2010-01-01

This article contributes to research on critical perspectives in Teaching English to Speakers of Other Languages (TESOL) and on evaluative frameworks for English language learning (ELL) Web sites. The research addressed the following questions: (a) To what extent do ELL Web sites depict diverse representations of gender, race, socioeconomic…

Assessment and Intervention for English Language Learners with Primary Language Impairment: Research-Based Best Practices

ERIC Educational Resources Information Center

Pieretti, Robert A.; Roseberry-McKibbin, Celeste

2016-01-01

Speech-language pathologists (SLPs) are experiencing the exciting challenge of serving increasing numbers of English Language Learners (ELLs) in U.S. schools. When ELLs struggle in school, they may be overreferred for speech-language services. SLPs are routinely expected to differentiate a language difference based on cultural, linguistic, and…

English Language Proficiency and Teacher Judgments of the Academic and Interpersonal Competence of English Language Learners

ERIC Educational Resources Information Center

Freberg, Miranda E.

2014-01-01

The purpose of the study was to investigate how English language proficiency is related to teacher judgments of students' academic and interpersonal competence. It was hypothesized that English Language Learner (ELL) students would generally be perceived as having weaker academic and interpersonal skills than their non-ELL counterparts regardless…

Accommodations for English Language Learners with Disabilities in Federally-Mandated Statewide English Language Proficiency Assessments

ERIC Educational Resources Information Center

Kuti, Laura M.

2011-01-01

The purpose of this research study was to conduct exploratory research to examine federally-mandated annual English language proficiency (ELP) assessment of English language learners (ELLs) and their use of accommodations on the assessment. First the researcher provides a review of the literature regarding accommodations provided for ELLs,…

Shifting Attention Back to Students within the Sheltered Instruction Observation Protocol

ERIC Educational Resources Information Center

Daniel, Shannon M.; Conlin, Luke

2015-01-01

The Sheltered Instruction Observation Protocol (SIOP) is increasingly used as an instructional framework to help elementary and secondary teachers support English language learners (ELLs). This useful tool has helped teachers gain the knowledge, skills, and dispositions they need to support ELLs learn subject-area content and skills while learning…

Supporting English Language Learners in Social Studies: Language-Focused Strategies

ERIC Educational Resources Information Center

Zhang, Ying

2017-01-01

With the significant enrollment increase of English Language Learners (ELLs) nationwide, social studies teachers face challenges to educate these students. As a response to the literature of preparing all content teachers to work with ELLs, this article introduces three teacher-friendly language-focused strategies. These strategies help social…

Computer-Assisted Instruction: A Case Study of Two Charter Schools

ERIC Educational Resources Information Center

Keengwe, Jared; Hussein, Farhan

2013-01-01

The purpose of this study was to examine the relationship in achievement gap between English language learners (ELLs) utilizing computer-assisted instruction (CAI) in the classroom, and ELLs relying solely on traditional classroom instruction. The study findings showed that students using CAI to supplement traditional lectures performed better…

The Intersection of Mathematics and Language in the Post-Secondary Environment: Implications for English Language Learners

ERIC Educational Resources Information Center

Choi, Jean; Milburn, Rebecca; Reynolds, Brett; Marcoccia, Philip; Silva, Patrick Justin; Panag, Sikander

2013-01-01

Given the increasing number of English Language Learners (ELLs) in post-secondary environments (Roessingh & Douglas, 2012), educational practices such as availability of language support for mathematics should be assessed to ensure that all students' needs are met. To explore the effects of language on mathematics in ELLs, mathematical test…

The Positive Peer Effects of Classroom Diversity: Exploring the Relationship between English Language Learner Classmates and Socioemotional Skills in Early Elementary School

ERIC Educational Resources Information Center

Gottfried, Michael A.

2014-01-01

Recent federal, state, and district policies that have mainstreamed English language learner (ELL) students into general, English-only elementary school classrooms have raised questions among educational stakeholders about the widespread effects of these policies. Most research has focused on the outcomes of ELL students; almost nothing is known…

Comparison of Oral Language Usage among English Language Learners Diagnosed with a Learning Disability and Those in General Education

ERIC Educational Resources Information Center

Pray, Lisa

2009-01-01

The investigator compared the linguistic characteristics of Spanish and English language samples taken from English language learners (ELLs) diagnosed with an academic learning disability (LD) and ELLs in general education to determine if the errors and characteristics of their language use differ. There was a statistically significant difference…

Culturally Responsive Instruction for English Language Learners with Learning Disabilities

ERIC Educational Resources Information Center

Orosco, Michael John; O'Connor, Rollanda

2014-01-01

This case study describes the culturally responsive instruction of one special education teacher with Latino English language learners (ELLs) with learning disabilities in an urban elementary school setting. This study was situated in a social constructivist research based framework. In investigating this instruction with ELLs, this study focused…

Massachusetts English Language Learners' Profiles and Progress: A Report for the Massachusetts Department of Elementary and Secondary Education

ERIC Educational Resources Information Center

Slama, Rachel; Haynes, Erin; Sacks, Lynne; Lee, Dong Hoon; August, Diane

2015-01-01

The present study was commissioned by the Massachusetts Department of Elementary and Secondary Education (ESE) to provide a profile of Massachusetts English Language Learners (ELLs) and policy recommendations for improving their outcomes. ESE was concerned about previous study findings that most of these learners exited ELL instructional programs…

Promoting College Access among Latina/o English Language Learners: Implications for Professional School Counselors

ERIC Educational Resources Information Center

Cook, Amy L.; Pérusse, Rachelle; Rojas, Eliana D.

2015-01-01

According to the U.S. Department of Education (2010), Latina/o English language learners (ELL students) are less likely to complete high school and attend college compared to their White non-Latina/o peers. Numerous factors affect Latina/o ELL students' academic achievement, including insufficient resources, acculturation issues, attitudinal…

Program Evaluation of Western Illinois University's English Language Learner Online Module

ERIC Educational Resources Information Center

Beard, Marisa

2014-01-01

An issue faced by educators throughout the United States is how to successfully educate preservice teachers on various laws, cultural differences, attitudes, and current teaching strategies affecting English Language Learners (ELL) and their educators. Western Illinois University (WIU) implemented an online ELL Module in 2009 that all preservice…

Innovations in Educational Equity for English Language Learners

ERIC Educational Resources Information Center

Tung, Rosann

2013-01-01

This issue of "Voices in Urban Education" examines different aspects of asset-based education for English Language Learners (ELLs). Rather than write about ELL education as a problem, dilemma, achievement gap, or crisis, these innovative practitioners, scholars, and policy analysts shift the paradigm, reminding and urging us to embrace…

Talking to Learn: A Mixed-Methods Study of a Professional Development Program for Teachers of English Language Learners

ERIC Educational Resources Information Center

Shea, Lauren M.

2012-01-01

Most teachers of English language learners (ELLs) have had virtually no specialized, in-service training in adapting instruction for their students. Prior research fails to investigate the impact of professional development (PD) specifically designed for teachers of ELLs. This dissertation examines a PD program that attempted to prepare teachers…

Cognitive Correlates of Vocabulary Growth in English Language Learners

ERIC Educational Resources Information Center

Farnia, Fataneh; Geva, Esther

2011-01-01

This study modeled vocabulary trajectories in 91 English language learners (ELLs) with Punjabi, Tamil, or Portuguese home languages, and 50 English monolinguals (EL1) from Grades 1 to 6. The concurrent and longitudinal relationships between phonological awareness and phonological short-term memory and vocabulary were examined. ELLs underperformed…

Detection of a Low Power Communication Signal in the Presence of a Strong Co-Channel TV Broadcast Interference Using a Kalman Filter

DTIC Science & Technology

2014-12-01

Australia. These two standards have dominated the TV market for almost 60 years. With the advent of the digital age, NTSC and PAL have lost considerable...Sk(ell, Ktps(ell,:)+1)=-2; % TPS carriers with -2 end % FFT (one based) indices for data (Sdata), pilots (Spilots), TPS ( Stps ) , % nulls

Professional Development for Teachers of English Language Learners: Discursive Norms, Learning Processes, and Professional Communities

ERIC Educational Resources Information Center

Molle, Daniella

2010-01-01

The lack of empirical scholarship on professional development initiatives for teachers of English language learners (ELLs) in US schools has been repeatedly documented in educational research. The present dissertation project examines a professional development course specifically designed for K-12 teachers of ELLs. The course aims to foster the…

Investigating Vocabulary and Reading Strategies with Middle Grades English Language Learners: A Research Synthesis

ERIC Educational Resources Information Center

Cisco, Brooke Kandel; Padron, Yolanda

2012-01-01

Recent data indicate that many adolescent English language learners (ELLs) comprehend English texts at only a limited literal level. The purpose of this research synthesis was to systematically identify and describe the research related to the English reading comprehension of middle grades ELLs while also making practical connections to…

The Relationship between Mathematics and Language: Academic Implications for Children with Specific Language Impairment and English Language Learners

ERIC Educational Resources Information Center

Alt, Mary; Arizmendi, Genesis D.; Beal, Carole R.

2014-01-01

Purpose: The present study examined the relationship between mathematics and language to better understand the nature of the deficit and the academic implications associated with specific language impairment (SLI) and academic implications for English language learners (ELLs). Method: School-age children (N = 61; 20 SLI, 20 ELL, 21 native…

Instructing English Language Learners: Assessing the State of Our Knowledge

ERIC Educational Resources Information Center

Goldenberg, Claude; Quach, Sara Rutherford

2010-01-01

Although schools and districts are increasingly required to provide various supports and instructional programs for English Language Learners (ELLs), standardized measures of these students' academic achievement continue to be low. This article summarizes key findings of two major reviews of the research on educating ELLs that were completed in…

GED Success: Case Study of an English Language Learner in Correctional Education

ERIC Educational Resources Information Center

Gardner, Susanne

2017-01-01

Understanding the elements of educational success for adult English language learners (ELLs) is an important priority for correctional educators, especially today with an increased population of non-English speaking students in correctional schools throughout the country. There is a dearth of information, however, about incarcerated adult ELLs and…

Connecting the Dots for English Language Learners: How Odds-Beating Elementary School Educators Monitor and Use Student Performance Data

ERIC Educational Resources Information Center

Wilcox, Kristen Campbell; Gregory, Karen; Yu, Lisa

2017-01-01

This article reports on findings from a multiple case study investigating the nature of educators' approaches toward monitoring English language learners' (ELLs) performance and using data to improve instruction and apply appropriate interventions. Six New York elementary schools where ELLs' performance was better than predicted (i.e.…

"That's Where the Rubber Meets the Road": The Intersection of Special Education and Dual Language Education

ERIC Educational Resources Information Center

Kangas, Sara E. N.

2017-01-01

Background: English language learners (ELLs) with special needs remain an underresearched student population. Although providing services to these students proves to be a daunting task, bilingual schools are uniquely poised to meet the educational needs of ELLs with special needs. Yet, research has not explored service provision practices in…

An Examination of Preschool Teachers' Shared Book Reading Practices in Spanish: Before and after Instructional Guidance

ERIC Educational Resources Information Center

Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Simmons, Deborah C.; Taylor, Aaron B.; Davis, Matthew J.; Simmons, Leslie; Nava-Walichowski, Miranda

2012-01-01

Shared book reading is a prominent practice in preschools; however, limited research has examined this practice in classrooms with English language learners (ELLs). This study investigated the shared book reading practices of seven preschool teachers of Spanish-speaking ELLs to describe their vocabulary instructional practices before and after…

Measurement of the associated production of a single top quark and a Z boson in pp collisions at s = 13 TeV

DOE PAGES

Sirunyan, A. M.; Tumasyan, A.; Adam, W.; ...

2018-02-14

A measurement is presented of the associated production of a single top quark and a Z boson. The study uses data from proton-proton collisions atmore » $$\\sqrt{s} =$$ 13 TeV recorded by the CMS experiment, corresponding to an integrated luminosity of 35.9 fb$$^{-1}$$. Using final states with three leptons (electrons or muons), the tZq production cross section is measured to be $$\\sigma$$(pp$$\\to$$tZq$$\\to$$Wb$$\\ell^+\\ell^-$$q) = $$123^{+33}_{-31}$$ (stat) $$^{+29}_{-23}$$ (syst) fb, where $$\\ell$$ stands for electrons, muons, or $$\\tau$$ leptons, with observed and expected significances of 3.7 and 3.1 standard deviations, respectively.« less

Measurement of the associated production of a single top quark and a Z boson in pp collisions at s = 13 TeV

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sirunyan, A. M.; Tumasyan, A.; Adam, W.

A measurement is presented of the associated production of a single top quark and a Z boson. The study uses data from proton-proton collisions atmore » $$\\sqrt{s} =$$ 13 TeV recorded by the CMS experiment, corresponding to an integrated luminosity of 35.9 fb$$^{-1}$$. Using final states with three leptons (electrons or muons), the tZq production cross section is measured to be $$\\sigma$$(pp$$\\to$$tZq$$\\to$$Wb$$\\ell^+\\ell^-$$q) = $$123^{+33}_{-31}$$ (stat) $$^{+29}_{-23}$$ (syst) fb, where $$\\ell$$ stands for electrons, muons, or $$\\tau$$ leptons, with observed and expected significances of 3.7 and 3.1 standard deviations, respectively.« less

Highly Effective Teachers of Latino English Language Learners: Knowledge, Skills, and Dispositions That Lead to Improved Language Acquisition and Student Achievement

ERIC Educational Resources Information Center

Moore, Wendy V.

2016-01-01

It is predicted that Hispanic school-aged children will outnumber non-Hispanic white students in public schools by 2050 (Wolf, Herman, & Dietel, 2010). While the number of Latino English language learners (ELLs) continues to grow, their educational achievement remains problematic. Data reveal that ELL dropout, mobility, and poverty rates are…

Examining the Effectiveness and Validity of Glossary and Read-Aloud Accommodations for English Language Learners in a Math Assessment. CRESST Report 766

ERIC Educational Resources Information Center

Wolf, Mikyung Kim; Kim, Jinok; Kao, Jenny C.; Rivera, Nichole M.

2009-01-01

Glossary and reading aloud test items are often listed as allowed in many states' accommodation policies for ELL students, when taking states' large-scale mathematics assessments. However, little empirical research has been conducted on the effects of these two accommodations on ELL students' test performance. Furthermore, no research is available…

Long-Term English Language Learners' Perceptions of Their Language and Academic Learning Experiences

ERIC Educational Resources Information Center

Kim, Won Gyoung; García, Shernaz B.

2014-01-01

Long-term, adolescent English language learners (ELLs) experience persistent academic underachievement in spite of several years of schooling; yet, the research on this topic is scant. To increase our understanding of these students' educational experiences, we explored perceptions of 13 long-term ELLs about their schooling in the context of their…

Relationships among Teachers' Attitudes, Behaviors toward English Language Learners, Experience, and Training

ERIC Educational Resources Information Center

Mitchell, Sandra L.

2016-01-01

Public school teachers must meet the unique needs of English language learners (ELLs) in the general education classroom. There is a need to understand teacher attitudes toward ELLs because attitudes can explain and influence teacher behavior and professional practice. The purpose of this quantitative study was to examine the relationships between…

Identity Texts and Literacy Development among Preschool English Language Learners: Enhancing Learning Opportunities for Children at Risk for Learning Disabilities

ERIC Educational Resources Information Center

Bernhard, Judith K.; Cummins, Jim; Campoy, F. Isabel; Ada, Alma Flor; Winsler, Adam; Bleiker, Charles

2006-01-01

There is little research on English language learners (ELLs) in relation to learning disability (LD) assessment and identification. More important, there is a scarcity of research on models and strategies that enhance learning opportunities and outcomes for ELLs prior to an LD diagnosis. We describe in this article an innovative language…

The Use of Technology to Enhance the Learning Experience of ESL Students

ERIC Educational Resources Information Center

Diallo, Abdoulaye

2014-01-01

The growing numbers of ELLs (English language learners) makes the search for new effective and efficient instructional methods a priority. While several teaching methods and tools are used to help ELLs succeed in becoming proficient English speakers, technology has gained substantial attention due to the abundance of new technology tools, which…

Mobile-Assisted Narrative Writing Practice for Young English Language Learners from a Funds of Knowledge Approach

ERIC Educational Resources Information Center

Chen, Yan; Carger, Chris Liska; Smith, Thomas J.

2017-01-01

As a nation of immigrants with diverse cultures and nationalities, one of the most striking occurrences in the United States educational system is the rapidly increasing enrollment of English Language Learners (ELLs). In view of their multicultural backgrounds, the multiliteracies education of ELLs is intertwined with their diverse socioeconomic,…

The Use of Video Self-Modeling with English Language Learners: Implications for Success

ERIC Educational Resources Information Center

Ortiz, Jennifer; Burlingame, Cheryl; Onuegbulem, Cybeles; Yoshikawa, Koichi; Rojas, Eliana D.

2012-01-01

The efficacy of video self-modeling (VSM) to improve reading fluency for English language learners (ELLs) is explored. A review of the literature demonstrates the success of VSM in improving non-ELL students' fluency. Preliminary research with culturally and linguistically diverse students implies that the intervention can be equally effective…

Supporting Adolescent English Language Learners' Reading in the Content Areas

ERIC Educational Resources Information Center

Klingner, Janette K.; Boardman, Alison G.; Eppolito, Amy M.; Schonewise, Estella Almanza

2012-01-01

Adolescent English language learners (ELLs) with learning difficulties face many challenges when reading in the content areas. In this article, we review what research tells us about how best to support ELLs' reading comprehension and content learning. We draw from recent research syntheses as well as individual studies. We highlight one…

Lexical Organization in Second Language Acquisition: Does the Critical Period Matter?

ERIC Educational Resources Information Center

Cardimona, Kimberly; Smith, Pamela; Roberts, Lauren Sones

2016-01-01

This study examined lexical organization in English language learners (ELLs) who acquired their second language (L2) either during or after the period of maximal sensitivity related to the critical period hypothesis. Twenty-three native-Spanish-speaking ELLs completed psycholinguistic tasks to examine age effects in bilingual lexical organization.…

Implementing Structured English Immersion in Arizona: Benefits, Challenges, and Opportunities

ERIC Educational Resources Information Center

Rios-Aguilar, Cecilia; Gonzalez Canche, Manuel S.; Moll, Luis C.

2012-01-01

Background/Context: Arizona's most recent English Language Learner (ELL) legislation, starting in the school year 2008-2009, requires all such students be educated through a specific Structured English Immersion (SEI) model: the 4-hour English Language Development (ELD) block. The basic premise behind this particular model is that ELL students…

Supporting Oral Narrative Development of Kindergarten English Language Learners Using Multimedia Stories

ERIC Educational Resources Information Center

Yang, Sha

2016-01-01

Narrative ability comes before literacy for bilingual students and helps narrow down the gap in text-level literacy between English language learners (ELLs) and native English speakers. Kindergarten ELLs are the best age group to receive intervention to improve their oral narrative skills. Multimedia stories have potential to assist kindergarten…

Language Accommodations for English Language Learners in Large-Scale Assessments: Bilingual Dictionaries and Linguistic Modification. CSE Report 666

ERIC Educational Resources Information Center

Abedi, Jamal; Courtney, Mary; Mirocha, James; Leon, Seth; Goldberg, Jennifer

2005-01-01

Recent attention to issues concerning the instruction and assessment of English language learner (ELL) students has placed them among the top national priorities in education. Policy has noticeably shifted from exclusion to inclusion of ELL students in the assessment and accountability system. However, recent research on and practice in the…

Predictors and Outcomes of Early versus Later English Language Proficiency among English Language Learners

ERIC Educational Resources Information Center

Halle, Tamara; Hair, Elizabeth; Wandner, Laura; McNamara, Michelle; Chien, Nina

2012-01-01

The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self-control,…

A Conflict between Experience and Professional Learning: Subject Teachers' Beliefs about Teaching English Language Learners

ERIC Educational Resources Information Center

Gleeson, Margaret; Davison, Chris

2016-01-01

Secondary schools in Australia have long benefited from state policies aiming to increase the academic success of English language learners (ELLs). Complementary pre-service and in-service teacher education programmes have been implemented to raise the expertise of subject teachers who teach ELL students. However, subject teachers may not be…

Meeting the Needs of English Language Learners: Perspectives from Arizona's Latino/a Teachers

ERIC Educational Resources Information Center

Okhremtchouk, Irina; González, Taucia

2014-01-01

It has been long established that Latino/a teachers have unique capacities to advance educational trajectories for their English language learner (ELL) students. However, while the Latino/a ELL student population continues to expand in numbers, the number of Latino/a teachers entering the teaching profession remains small. In this empirical…

Educational Factors and Experiences in English Language Learner Reading Fluency Development

ERIC Educational Resources Information Center

Weber, Christina J. T.

2013-01-01

Reading fluency has been an area of struggle for students. Certain populations of students, such as English language learners (ELLs), have struggled even more so, affecting their overall achievement. Interventions have been implemented and studied regarding the reading fluency of ELLs, yet reading fluency has continued to be problematic in this…

Language Policy, Teacher Beliefs, and Practice: Implications for English Language Learners in Mathematics

ERIC Educational Resources Information Center

Llamas-Flores, Silvia

2013-01-01

In 2007, Arizona voters passed House Bill (HB) 2064, a law that fundamentally restructured the Structured English Immersion (SEI) program, putting into place a 4-hour English language development (ELD) block for educating English language learners (ELLs). Under this new language policy, ELL students are segregated from their English-speaking peers…

Teaching English Language Learners in Mainstream Science Classrooms: Teacher Practice and Educational Opportunity

ERIC Educational Resources Information Center

Schroeder, Carlotta Dorothy

2011-01-01

Equal educational opportunity for English language learners (ELLs) has been a goal of the public educational system in the United States. Language policy reforms have increased accountability in order for schools to improve student achievement and measure the progress of ELLs. The No Child Left Behind Act (NCLB) requires assessment and…

Investigating the Homogeneity and Distinguishability of STEP Proficiency Descriptors in Assessing English Language Learners in Ontario Schools

ERIC Educational Resources Information Center

Jang, Eunice Eunhee; Cummins, Jim; Wagner, Maryam; Stille, Saskia; Dunlop, Maggie

2015-01-01

Research on issues concerning the assessment of school-age English language learners (ELLs) in curriculum-learning contexts has been relatively less productive than assessment of adult language learners. A growing demand for assessing school-age ELLs has led to the development of assessment frameworks that provide the opportunity to examine the…

Seeing the Science

ERIC Educational Resources Information Center

Vaughn, Meredith Houle; Gatling, Anne

2013-01-01

English language learners (ELLs) bring a wealth of knowledge to science classrooms, yet often that knowledge is untapped by traditional instruction and assessment. As classrooms become increasingly diverse, it is critical to recognize the depth of understandings ELLs bring to classrooms to explain the scientific world around them. English language…

The Relationship between Computer-Assisted Language Learning and Student Achievement on Language Tests

ERIC Educational Resources Information Center

Umstead, Lyubov

2013-01-01

The number of English Language Learners (ELLs) is rapidly growing. Teachers continue facing challenges in providing effective content instruction to ELLs while helping them learn English. New and improved approaches are necessary to meet the individual learning needs of this diverse group of students and help them progress academically while…

Teaching Persuasive Argument Essay Writing to Adolescent English Language Learners through the "Reading to Learn" Approach

ERIC Educational Resources Information Center

Ramos, Kathleen Ann

2012-01-01

A persistent achievement gap exists between the steadily growing population of adolescent English language learners (ELLs) in K-12 public schools and their native English-speaking peers. Unsurprisingly, the underachievement of this population of students is linked to an excessively high dropout rate among adolescent ELLs across the nation. Current…

Synchronous and Asynchronous E-Language Learning: A Case Study of Virtual University of Pakistan

ERIC Educational Resources Information Center

Perveen, Ayesha

2016-01-01

This case study evaluated the impact of synchronous and asynchronous E-Language Learning activities (ELL-ivities) in an E-Language Learning Environment (ELLE) at Virtual University of Pakistan. The purpose of the study was to assess e-language learning analytics based on the constructivist approach of collaborative construction of knowledge. The…

Restructuring Sharing Time for English Learners and Their Parents

ERIC Educational Resources Information Center

Protacio, Maria Selena; Edwards, Patricia A.

2015-01-01

In this article, the authors discuss how sharing time, a staple classroom practice in primary grade classrooms, was modified to increase involvement among parents of ELLs. The authors discuss the benefits of modifying sharing time to focus on specific cultural artifacts from ELLs' native culture. This modification allowed for meaningful…

Impact of No Child Left Behind on English Language Learners. Hearing before the Subcommittee on Early Childhood Elementary and Secondary Education of the Committee on Education and Labor. U.S. House of Representatives. One Hundred Tenth Congress, First Session (March 23, 2007). Serial Number 110-14

ERIC Educational Resources Information Center

US House of Representatives, 2007

2007-01-01

This document records testimony regarding the Department of Education's slow pace in providing States the assistance they require to implement No Child Left Behind's provisions for English Language Learners (ELLs) and the status of recent efforts to correct that; practices for training teachers of ELL students and for improving their academic…

Issues in Vertical Scaling of a K-12 English Language Proficiency Test

ERIC Educational Resources Information Center

Kenyon, Dorry M.; MacGregor, David; Li, Dongyang; Cook, H. Gary

2011-01-01

One of the mandates of the No Child Left Behind Act is that states show adequate yearly progress in their English language learners' (ELLs) acquisition of English language proficiency. States are required to assess ELLs' English language proficiency annually in four language domains (listening, reading, writing, and speaking) to measure their…

Immersing the Library in English Language Learning

ERIC Educational Resources Information Center

Riley, Bobby

2008-01-01

The author relates how his school has a very active English Language Learner (ELL) program. ELL students typically have varying levels of social and academic language, but almost always have some English proficiency. Recently, his school established a Newcomer Program that drastically changed the school system. They acquired students lacking any…

How Preservice Teachers' Study Abroad Experiences Lead to Changes in Their Perceptions of English Language Learners

ERIC Educational Resources Information Center

Medina, Adriana L.; Hathaway, Jennifer I.; Pilonieta, Paola

2015-01-01

Teacher attitudes toward English language learners (ELLs) can affect what these students will learn. It has been noted that teachers with personal multicultural experiences are likelier to have a more positive attitude towards teaching ELLs (Youngs and Youngs, 2001). Thus, preparing future teachers is vital. This cannot be solely accomplished…

Something That Test Scores Do Not Show: Engaging in Community Diversity as a Local Response to Global Education Trends

ERIC Educational Resources Information Center

Valdiviezo, Laura A.

2014-01-01

At Smith Street Elementary School, the globalizing education trends that English language learner (ELL) teachers face focus on measuring student achievement through testing and the English mainstreaming of non-dominant students as opposed to the cultivation of the students' linguistic and cultural diversity. The ELL teachers at Smith Street…

Assisting Parents of Bilingual Students to Achieve Equity in Public Schools

ERIC Educational Resources Information Center

Ochoa, Salvador Hector; Rhodes, Robert L.

2005-01-01

This article provides school-based consultants with an overview of the English language learner (ELL) student population and common programs available to ELL students (such as English-only programs, pull-out English as a second language [ESL], content-based ESL, transitional bilingual programs, maintenance bilingual programs, and two-way or dual…

English Language Learners' Perceptions of Autonomy Support in a Literacy Classroom

ERIC Educational Resources Information Center

Taboada, A.; Kidd, J. K.; Tonks, S. M.

2010-01-01

In this study, we explored 3 Grade 4 English Language Learners' (ELLs) perceptions of teacher autonomy-supporting practices in literacy instruction in science. The support of autonomy in literacy classes is central to students' internal motivation for reading. Given that many ELLs are at risk for reading failure, understanding autonomous learning…

Accommodations for English Language Learners Taking Large-Scale Assessments: A Meta-Analysis on Effectiveness and Validity

ERIC Educational Resources Information Center

Kieffer, Michael J.; Lesaux, Nonie K.; Rivera, Mabel; Francis, David J.

2009-01-01

Including English language learners (ELLs) in large-scale assessments raises questions about the validity of inferences based on their scores. Test accommodations for ELLs are intended to reduce the impact of limited English proficiency on the assessment of the target construct, most often mathematic or science proficiency. This meta-analysis…

Research-Based Recommendations for the Use of Accommodations in Large-Scale Assessments: 2012 Update. Practical Guidelines for the Education of English Language Learners. Book 4

ERIC Educational Resources Information Center

Kieffer, Michael J.; Rivera, Mabel; Francis, David J.

2012-01-01

This report presents results from a new quantitative synthesis of research on the effectiveness and validity of test accommodations for English language learners (ELLs) taking large-scale assessments. In 2006, the Center on Instruction published a review of the literature on test accommodations for ELLs titled "Practical Guidelines for the…

The Voices of Special Educators: How Do Special Educators Teach English Language Learners Who Are Receiving Special Education Services?

ERIC Educational Resources Information Center

DuBois, Elizabeth Ann

2017-01-01

Disproportionality in special education has been examined from various perspectives over a 50-year period. English Language Learner (ELL) students have been included in the discussion among researchers in the past two decades as a disproportionate number of ELL students are referred to special education. Though the problem of disproportionality…

"So What's the Difference?" Talking about Race with Refugee Children in the English Language Learner Classroom

ERIC Educational Resources Information Center

Roy, Laura

2017-01-01

This study examines how an English language learner (ELL) educator negotiated conversations about the intersectional nature of race in an elementary ELL classroom using a critical literacy framework. Few studies examine the ways in which teachers of young children negotiate conversations about the complexities of race with their students. Even…

Determining Classroom Placement for First Year English Language Learner Students

ERIC Educational Resources Information Center

Peña, Rodrigo H.; Maxwell, Gerri M.

2015-01-01

This study explores classroom placement for first year English Language Learner (ELL) students from the perspective of a dual language director and two bilingual education strategists. The study strives to interrogate classroom placement for first year ELL students whose language proficiency level is at beginning level. Through a process of coding…

What Works for the Children? What We Know and Don't Know about Bilingual Education.

ERIC Educational Resources Information Center

Ma, Jacinta

Currently, there is no overall strategy for comprehensively addressing the academic needs of English Language Learners (ELLs). Their right to equal opportunities to participate and learn has been recognized by federal law. There is limited evidence regarding bilingual education and effective strategies for educating ELLs. Research indicates that 1…

An Analysis of State Assessment Policies Addressing the Accommodation of English Language Learners

ERIC Educational Resources Information Center

Rivera, Carlene; Collum, Eric

2004-01-01

This paper reviews 15 research studies that: (1) examined effects of particular accommodations or groups of accommodations on performance: and (2) employed experimental and quasi-experimental research designs that allowed examination of the effect of the accommodation(s) on English Language Learners (ELLs) and non-ELLs. Studies looked at one or…

Measuring Opportunity to Learn and Academic Language Exposure for English Language Learners in Elementary Science Classrooms. CRESST Report 767

ERIC Educational Resources Information Center

Martinez, Jose Felipe; Bailey, Alison L.; Kerr, Deirdre; Huang, Becky H.; Beauregard, Stacey

2010-01-01

The present study piloted a survey-based measure of Opportunity to Learn (OTL) and Academic Language Exposure (ALE) in fourth grade science classrooms that sought to distinguish teacher practices with ELL (English language learner) and non-ELL students. In the survey, participant teachers reported on their instructional practices and the context…

Involving the Parents of English Language Learners in a Rural Area: Focus on the Dynamics of Teacher-Parent Interactions

ERIC Educational Resources Information Center

Shim, Jenna M.

2013-01-01

In this study, the author suggests that the current ELL parental involvement model often overlooks the structural aspects and power asymmetry of parent-teacher relationships that can hinder productive collaboration. In doing so, the author uses postcolonial theory as a conceptual lens to investigate the dynamics of ELL parent-teacher interactions…

Semiotic Structure and Meaning Making: The Performance of English Language Learners on Mathematics Tests

ERIC Educational Resources Information Center

Solano-Flores, Guillermo; Barnett-Clarke, Carne; Kachchaf, Rachel R.

2013-01-01

We examined the performance of English language learners (ELLs) and non-ELLs on Grade 4 and Grade 5 mathematics content knowledge (CK) and academic language (AL) tests. CK and AL items had different semiotic loads (numbers of different types of semiotic features) and different semiotic structures (relative frequencies of different semiotic…

Measurement of the Effective Weak Mixing Angle in $$p\\bar{p}\\rightarrow Z/\\gamma^* \\rightarrow \\ell^+\\ell^-$$ Events

DOE PAGES

Abazov, Victor Mukhamedovich; et al.

2018-06-14

We present a measurement of the effective weak mixing angle parameter sin2θeffℓ in pp¯→Z/γ*→μ+μ- events at a center-of-mass energy of 1.96 TeV, collected by the D0 detector at the Fermilab Tevatron Collider and corresponding to 8.6  fb-1 of integrated luminosity. The measured value of sin2θeffℓ[μμ]=0.23016±0.00064 is further combined with the result from the D0 measurement in pp¯→Z/γ*→e+e- events, resulting in sin2θeffℓ[comb]=0.23095±0.00040. This combined result is the most precise measurement from a single experiment at a hadron collider and is the most precise determination using the coupling of the Z/γ* to light quarks.

Measurement of the Effective Weak Mixing Angle in $$p\\bar{p}\\rightarrow Z/\\gamma^* \\rightarrow \\ell^+\\ell^-$$ Events

DOE Office of Scientific and Technical Information (OSTI.GOV)

Abazov, Victor Mukhamedovich; et al.

We present a measurement of the effective weak mixing angle parameter sin2θeffℓ in pp¯→Z/γ*→μ+μ- events at a center-of-mass energy of 1.96 TeV, collected by the D0 detector at the Fermilab Tevatron Collider and corresponding to 8.6  fb-1 of integrated luminosity. The measured value of sin2θeffℓ[μμ]=0.23016±0.00064 is further combined with the result from the D0 measurement in pp¯→Z/γ*→e+e- events, resulting in sin2θeffℓ[comb]=0.23095±0.00040. This combined result is the most precise measurement from a single experiment at a hadron collider and is the most precise determination using the coupling of the Z/γ* to light quarks.

Spanish Vocabulary-Bridging Technology-Enhanced Instruction for Young English Language Learners' Word Learning

ERIC Educational Resources Information Center

Leacox, Lindsey; Jackson, Carla Wood

2014-01-01

This study examined preschool and kindergarten English language learners (ELLs) attending a migrant summer programme and their vocabulary word learning during both adult-read and technology-enhanced repeated readings. In a within-subject design, 24 ELLs (four to six years old) engaged in repeated readings in a control and a treatment condition. In…

Fairness in Assessment of English Learners

ERIC Educational Resources Information Center

Abedi, Jamal; Levine, Harold G.

2013-01-01

English language learners (ELLs) face a challenging academic future in learning a new language while simultaneously mastering content in the language they may be struggling to learn. Assessment plays an extremely important role in the academic careers of ELL students, perhaps more so than for native speakers of English. Major changes and…

Middle School Mathematics Teachers' Perceptions of Differentiated Instruction for English Language Learners

ERIC Educational Resources Information Center

Murray, Vicki

2013-01-01

English language learner (ELL) mathematics students at a California middle school did not meet Adequate Yearly Progress (AYP) toward state standards in 2010. The purpose of this project study was to examine 6th and 7th grade mathematics teachers' perceptions regarding differentiated instruction for ELL students' specific academic needs and to…

Impact of Childcare Center Programs on Reading Achievement of English Language Learner Students

ERIC Educational Resources Information Center

Keil, Valerie

2017-01-01

Some children struggle to learn the academic skill of reading. Providing effective assistance to struggling students, especially to English Language Learners (ELLs), can be a challenge for teachers. The purpose of this study was to examine the impact of childcare programs on the reading achievement of ELLs in kindergarten and first grade.…

Separate and Not Equal: The Implementation of Structured English Immersion in Arizona's Classrooms

ERIC Educational Resources Information Center

Lillie, Karen E.; Markos, Amy; Arias, M. Beatriz; Wiley, Terrence G.

2012-01-01

Background/Context: Over the last ten years, a convergence of laws and decrees has impacted the development and implementation of Arizona's current program for English language learners (ELLs): the four-hour Structured English Immersion (SEI) model. Arizona's new model, while being touted by some as the most effective program for ELLs (Clark,…

Increasing the Vocabulary Acquisition Rate for Third Grade English Language Learners

ERIC Educational Resources Information Center

Pendergrass, Jennifer D.

2017-01-01

Given the ongoing demographic transformations of U.S classrooms, knowledge of the strategies teachers use to address the vocabulary needs of English language learners (ELLs) is central for improving student outcomes. The problem in a Georgia school system was that ELLs were not building grade-level appropriate vocabulary at a pace comparable to…

Families Writing Together: The Experience of English Language Learner Families in a Writing Workshop

ERIC Educational Resources Information Center

Korab, Elizabeth

2010-01-01

The purpose of this qualitative study was to gain a greater understanding of English language learner (ELL) family involvement in school environments through the lens of family literacy. This study was informed by literature from two fields: early childhood writing and ELL family involvement. While some schools have focused on at-home reading…

The Relationship between English Language Learners' Language Proficiency and Standardized Test Scores

ERIC Educational Resources Information Center

Thakkar, Darshan

2013-01-01

It is generally theorized that English Language Learner (ELL) students do not succeed on state standardized tests because ELL students lack the cognitive academic language skills necessary to function on the large scale content assessments. The purpose of this dissertation was to test that theory. Through the use of quantitative methodology, ELL…

Evidence-Based Literacy Interventions for East/Southeast Asian English Language Learners: A Review of the Research and Recommendations for Practice

ERIC Educational Resources Information Center

Beneville, Margaret A.; Li, Chieh

2018-01-01

Purpose: There is a notable dearth of interventions that have been specifically designed for Asian English Language Learner (ELL) students, and the existing research on ELL students often lacks population validity and sample diversity. In response to this need, this paper aims to review current research on literacy interventions for East/Southeast…

Effects of Computer Assisted Learning Instructions on Reading Achievement among Middle School English Language Learners

ERIC Educational Resources Information Center

Bayley-Hamlet, Simone O.

2017-01-01

The purpose of this study was to examine the effect of Imagine Learning, a computer assisted language learning (CALL) program, on addressing reading achievement for English language learners (ELLs). This is a measurement used in the Accessing Comprehension and Communication in English State-to-State (ACCESS for ELLs or ACCESS) reading scale…

Classroom Teachers' Understanding of the Needs of English-Language Learners and the Influence on the Students' Identities

ERIC Educational Resources Information Center

Yoon, Bogum

2007-01-01

Grounded in culturally relevant pedagogy, this case study explored the practices of a general education classroom teacher teaching middle grade English language learners (ELLs). The purpose of this study was to examine the teacher's beliefs about her role in teaching ELLs, and the relationship between her teaching approaches and the students'…

A Culture of Collaboration: Meeting the Instructional Needs of Adolescent English Language Learners

ERIC Educational Resources Information Center

Russell, Felice Atesoglu

2012-01-01

This article details a study that focused on the supports that enabled an English language learner (ELL) facilitator to contribute to a culture of collaboration between the English as a Second Language (ESL) and Language Arts Departments to more effectively meet the instructional needs of ELLs in one culturally and linguistically diverse high…

English Language Learner Teacher Effectiveness and the Common Core

ERIC Educational Resources Information Center

Johnson, Tammy; Wells, Lorra

2017-01-01

Common Core State Standards (CCSS) and teacher effectiveness are among the most contentious issues in education today. With an increase in English language learners (ELLs) and the rigorous requirements imposed by the CCSS, teachers are left unprepared and ELLs struggle to stay afloat. Using California as a case study, this research synthesis…

English Language Learners and Gifted Identification: Exploring the Perceptions of Teachers and Parents

ERIC Educational Resources Information Center

Nichol, Kathy P.

2013-01-01

The demographics of public schools in the United States have changed over recent years to include millions of English language learners (ELLs), students whose first language is not English and who demonstrate limited proficiency in English. During this same time period, school personnel have struggled to identify ELLs for gifted programs because…

Probabilistic Approaches to Examining Linguistic Features of Test Items and Their Effect on the Performance of English Language Learners

ERIC Educational Resources Information Center

Solano-Flores, Guillermo

2014-01-01

This article addresses validity and fairness in the testing of English language learners (ELLs)--students in the United States who are developing English as a second language. It discusses limitations of current approaches to examining the linguistic features of items and their effect on the performance of ELL students. The article submits that…

Developing a Framework of Outcomes for Mathematics Teacher Learning: Three Mathematics Educators Engage in Collaborative Self-Study

ERIC Educational Resources Information Center

Bahr, Damon L.; Monroe, Eula Ewing; Mantilla, Jodi

2018-01-01

This article synthesizes the literature on what it means to teach mathematics and science to ELLs and abstract from it a set of knowledge and skills teachers might need to teach ELLs effectively. To this end, the article brings together the sociocultural and linguistic perspectives identifying three areas of effective teaching practice. One…

English Language Learners in a Digital Classroom

ERIC Educational Resources Information Center

Prince, Johanna

2017-01-01

English language learners (ELLs) experience linguistic, cultural, and cognitive shifts that can be challenging and at times lead to isolation for ELLs. While education technology may be an instructional resource and engage learners, devices alone do not shift instructional practices or lead to student gains. This case study was performed at an…

Teaching English Language Learners: Literacy Strategies and Resources for K-6

ERIC Educational Resources Information Center

Xu, Shelley Hong

2010-01-01

Grounded in research and practical expertise, this volume helps K-6 teachers skillfully support all of their English language learners (ELLs)--from a single student to an entire classroom. Ideas for teaching ELLs across different grade and proficiency levels include ways to link instruction to students' lived experiences, use a variety of…

Teaching Vocabulary to English Language Learners

ERIC Educational Resources Information Center

Daniels, Sharilyn Fox

2009-01-01

This study determined if the vocabulary gap for English Language Learners (ELLs) and their peers could be bridged through providing home interventions with multiple exposures to words, definitions, model sentences and context. Ninety-one first grade students from a public school in Southern California with a 95% ELL population were researched. ELL…

Assessing English Language Learners' Opportunity to Learn Mathematics: Issues and Limitations

ERIC Educational Resources Information Center

Abedi, Jamal; Herman, Joan

2010-01-01

Background/Context: English language learner (ELL) students are lagging behind because of the extra challenges they face relative to their peers in acquiring academic English language proficiency, and the added burden of learning content in a language in which they are not proficient. The mandated inclusion of ELL students in the nation's…

Teacher Use of Brain-Based Research, Response to Intervention, and Teacher Efficacy in Elementary Schools with High and Low Individual Education Plan Growth for English Language Learners

ERIC Educational Resources Information Center

Fernandez, Nicole

2012-01-01

The purpose of this study was to explore the possible causes that might contribute to the disproportionate percentage of English language learners ELLs with special education individual education plans (IEPs). Elementary school classroom teachers from school districts that exhibited high growth in the percentage of ELLs with IEPs during 2007-2010…

Using Cogenerative Dialogues to Improve Coteaching for Language Learner (LL) Students in an Inclusion Science Classroom

ERIC Educational Resources Information Center

Im, Sungmin; Martin, Sonya N.

2015-01-01

This paper presents findings from a study conducted in an urban elementary school in the United States with an English language learner (ELL) student and two teachers engaged in collaborative teaching in an inclusion science classroom. This study examines the efficacy of utilising cogenerative dialogues between an ELL student and his science…

Assessment Tools to Differentiate between Language Differences and Disorders in English Language Learners

ERIC Educational Resources Information Center

Shenoy, Sunaina

2014-01-01

English language learners (ELLs) who are in the process of acquiring English as a second language for academic purposes, are often misidentified as having Language Learning Disabilities (LLDs). Policies regarding the assessment of ELLs have undergone many changes through the years, such as the introduction of a Response to Intervention (RTI)…

Charting New Waters: Collaborating for School Improvement in U.S. High Schools

ERIC Educational Resources Information Center

Schneider, Melanie; Huss-Lederman, Susan; Sherlock, Wallace

2012-01-01

When professional learning communities (PLCs) are developed to promote the academic achievement of English language learners (ELLs), the results can benefit not only ELLs but the whole school. This article examines the ventures of three high schools that implemented PLCs as part of a Title III National Professional Development Project. The authors…

Teaching Science through the Language of Students in Technology-Enhanced Instruction

ERIC Educational Resources Information Center

Ryoo, Kihyun

2015-01-01

This study examines whether and how tapping into students' everyday language in a web-based learning environment can improve all students' science learning in linguistically heterogeneous classrooms. A total of 220 fifth-grade English Language Learners (ELLs) and their non-ELL peers were assigned to either an everyday English approach…

Linguistic and Cultural Issues in Developing Disciplinary Literacy for Adolescent English Language Learners

ERIC Educational Resources Information Center

de Schonewise, Estella Almanza; Klingner, Janette K.

2012-01-01

English language learners (ELLs) are the fastest growing segment of the student population. An understanding of the diversity these students bring to contexts of disciplinary learning is critical to determining how best to teach them. At the secondary level, ELLs are required to learn content and build English language proficiency simultaneously.…

A Formative Study Investigating the Acquisition of Early Reading Skills among High School English Language Learners Beginning to Read English

ERIC Educational Resources Information Center

Bell, Athene Cooper

2012-01-01

A formative design experiment methodology was employed to investigate the acquisition of early reading skills for high school English language learners (ELLs) beginning to read English. A fundamental challenge facing high school ELLs entering schools in the United States for the first time is learning how to read. While there is considerable…

Understanding Videotext: Listening Strategy Use by Adult Mandarin-Chinese English Language Learners

ERIC Educational Resources Information Center

Slimon, Jason

2012-01-01

A vast number of news video listening materials are now easily accessible to English language learners (ELLs) due to developments in broadcast and multimedia technology. While little is known about how ELLs attempt to comprehend this challenging medium, researchers agree on the critical nature of listening skills, which researchers have placed at…

Formative Information Using Student Growth Percentiles for the Quantification of English Language Learners' Progress in Language Acquisition

ERIC Educational Resources Information Center

Taherbhai, Husein; Seo, Daeryong; O'Malley, Kimberly

2014-01-01

English language learners (ELLs) are the fastest growing subgroup in American schools. These students, by a provision in the reauthorization of the Elementary and Secondary Education Act, are to be supported in their quest for language proficiency through the creation of systems that more effectively measure ELLs' progress across years. In…

The Big Picture in Bilingual Education: A Meta-Analysis Corrected for Gersten's Coding Error

ERIC Educational Resources Information Center

Rolstad, Kellie; Mahoney, Kate; Glass, Gene V.

2008-01-01

In light of a recent revelation that Gersten (1985) included erroneous information on one of two programs for English Language Learners (ELLs), the authors re-calculate results of their earlier meta-analysis of program effectiveness studies for ELLs in which Gersten's studies had behaved as outliers (Rolstad, Mahoney & Glass, 2005). The correction…

Improving Comprehension and Assessment of English Language Learners Using MMIO

ERIC Educational Resources Information Center

Carrier, Karen A.

2006-01-01

Many mainstream content teachers are encountering, for the first time, K-12 students who are in the process of learning English as a second language (English language learners or ELLs), and this new population presents a significant challenge. Teachers are already familiar with many of the techniques available to help their ELLs comprehend…

Interpretation and Use of K-12 Language Proficiency Assessment Score Reports: Perspectives of Educators and Parents. WCER Working Paper No. 2016-8

ERIC Educational Resources Information Center

Kim, Ahyoung Alicia; Kondo, Akira; Blair, Alissa; Mancilla, Lorena; Chapman, Mark; Wilmes, Carsten

2016-01-01

A number of English language proficiency exams target grades K-12 English language learners (ELLs) because of the rising need to identify their needs and provide appropriate support in language learning. A good example is the WIDA ACCESS for ELLs (hereafter ACCESS), designed to measure the English language proficiency of students identified as…

Enhancing English Learners' Language Development Using Wordless Picture Books

ERIC Educational Resources Information Center

Louie, Belinda; Sierschynski, Jarek

2015-01-01

This article presents an approach to use wordless picture books to enhance the language development of English language learners. This approach is grounded in best practices to teach ELLs. The process starts with viewing and analyzing the visual images, engaging ELLs in discussion, and ending with students' self-authored texts. The wordless…

Using State Assessments for Teaching English Language Learners

ERIC Educational Resources Information Center

Luster, John

2012-01-01

Populations of minority students the United States have increased steadily over the past few decades to 42 percent of public school enrollment (Echevarria, 2011). English language learners (ELLs) are the fastest growing population of students enrolled in public schools across the United States. Nationally, if an ELL speaks English with difficulty,…

Computer Testing as a Form of Accommodation for English Language Learners

ERIC Educational Resources Information Center

Abedi, Jamal

2009-01-01

This study compared performance of both English language learners (ELLs) and non-ELL students in Grades 4 and 8 under accommodated and nonaccommodated testing conditions. The accommodations used in this study included a computerized administration of a math test with a pop-up glossary, a customized English dictionary, extra testing time, and…

Teaching English Language Learners: Strategies for Overcoming Barriers

ERIC Educational Resources Information Center

Helfrich, Sara R.; Bosh, Amy J.

2011-01-01

The number of English language learners (ELLs) in today's classrooms is increasing. In this article, the authors identify four perceived barriers beginning and veteran teachers face in teaching literacy to ELLs: the lack of understanding of the role of literacy in other cultures, the teacher's inability to differentiate instruction to meet the…

Characteristics of English Language Learners in the School District of Philadelphia. PERC Research Brief

ERIC Educational Resources Information Center

Lin, Joshua; Hughes, Rosemary; Long, Daniel; Kim, Dae

2016-01-01

As a group, English Language Learners (ELLs) are diverse and come from a variety of home languages, cultures, educational backgrounds, and educational needs. This brief focuses on descriptive characteristics of the ELL students served by the School District of Philadelphia in 2014-2015. Specifically, this brief highlights the diversity of the ELL…

Marginalizing TESOL: Preservice Teacher Training in Arizona

ERIC Educational Resources Information Center

Diniz de Figueiredo, Eduardo H.; Hammill, Matthew J.; Fredricks, Daisy E.

2011-01-01

This pilot study investigated the attitudes of preservice teachers at a major university in Arizona concerning the Structured English Immersion (SEI) program that is now being used with English language learners (ELLs). Using a survey, we examined how preservice teachers feel about potentially working with ELLs in this SEI context. We focused on…

Learning to Teach Inquiry: A Beginning Science Teacher of English Language Learners

ERIC Educational Resources Information Center

Ortega, Irasema; Luft, Julie A.; Wong, Sissy S.

2013-01-01

Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELLs). For the underprepared early career science teacher, these circumstances are challenging. This study examines the changes in beliefs and practices of an early career science teacher who taught high numbers of ELLs in an urban…

Finding and Understanding Talent among Elementary English Language Learners: Beyond Project Hope

ERIC Educational Resources Information Center

Pereira, Nielsen

2011-01-01

The under-identification and underrepresentation of English language learners (ELLs) in gifted programs remains a severe and pervasive problem in the field of gifted education (Yoon & Gentry, 2009, VanTassel-Baska & Stambaugh, 2007). This study focused on ELLs in grades K-5 from four elementary schools in Midwestern school districts (a) to…

Transnational English Language Learners Fighting on an Unlevel Playing Field: High School Exit Exams, Accommodations, and ESL Status

ERIC Educational Resources Information Center

Alexander, Mariko Mizuno

2017-01-01

Though previous research addresses the negative impact of state-mandated high school exit exams on English language learners' (ELLs) educational experiences, less attention has been given to how college-oriented ELLs, especially those who attended school in their home countries before coming to the US, handle rigorous exams or gain access to…

Measurement of associated Z + charm production in proton-proton collisions at $$\\sqrt{s} = $$ 8 TeV

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sirunyan, Albert M; et al.

A study of the associated production of a Z boson and a charm quark jet (Z + c), and a comparison to production with a b quark jet (Z + b), in pp collisions at a centre-of-mass energy of 8 TeV are presented. The analysis uses a data sample corresponding to an integrated luminosity of 19.7 fbmore » $$^{-1}$$, collected with the CMS detector at the CERN LHC. The Z boson candidates are identified through their decays into pairs of electrons or muons. Jets originating from heavy flavour quarks are identified using semileptonic decays of c or b flavoured hadrons and hadronic decays of charm hadrons. The measurements are performed in the kinematic region with two leptons with $$p_{\\rm T}^{\\ell} > $$ 20 GeV, $${|\\eta^{\\ell}|} < $$ 2.1, 71 $$ < m_{\\ell\\ell} < $$ 111 GeV, and heavy flavour jets with $$p_{\\rm T}^{{\\rm jet}} > $$ 25 GeV and $${|\\eta^{{\\rm jet}}|} < $$ 2.5. The Z + c production cross section is measured to be $$\\sigma({\\mathrm{p}}{\\mathrm{p}} \\rightarrow \\mathrm{Z} + \\mathrm{c} + \\mathrm{X}) {\\cal B}(\\mathrm{Z} \\rightarrow \\ell^+\\ell^-) = $$ 8.8 $$\\pm$$ 0.5 (stat) $$\\pm$$ 0.6 (syst) pb. The ratio of the Z + c and Z + b production cross sections is measured to be $$\\sigma({\\mathrm{p}}{\\mathrm{p}} \\rightarrow \\mathrm{Z} + \\mathrm{c} + \\mathrm{X})/\\sigma({\\mathrm{p}}{\\mathrm{p}} \\rightarrow \\mathrm{Z} + \\mathrm{b} + \\mathrm{X}) = $$ 2.0 $$\\pm$$ 0.2 (stat) $$\\pm$$ 0.2 (syst). The Z + c production cross section and the cross section ratio are also measured as a function of the transverse momentum of the Z boson and of the heavy flavour jet. The measurements are compared with theoretical predictions.« less

The Effects of Dynamic Strategic Math on English Language Learners' Word Problem Solving

ERIC Educational Resources Information Center

Orosco, Michael J.; Swanson, H. Lee; O'Connor, Rollanda; Lussier, Cathy

2013-01-01

English language learners (ELLs) struggle with solving word problems for a number of reasons beyond math procedures or calculation challenges. As a result, ELLs may not only need math support but also reading and linguistic support. The purpose of this study was to assess the effectiveness of a math comprehension strategy called Dynamic Strategic…

Examining How Video-Elicited Reflection Mediates Teacher Candidates' Beliefs about English Language Learners: A Multiple Case Study

ERIC Educational Resources Information Center

Gonzalez, Monica M.

2017-01-01

English Language Learners (ELLs) are students who speak a language other than English; they are the fastest growing student population in United States' (US) public schools and will include over 17 million students by the year 2020 (NCES,2015). The dramatic increase in the ELL student population means that all mainstream classroom teachers will…

The Physical Educator as a Language Teacher for English Language Learners

ERIC Educational Resources Information Center

Gomez, Conrado L.; Jimenez-Silva, Margarita

2012-01-01

The linguistic diversity in schools is increasing throughout the United States and as state and federal accountability increases in the instruction of English language learners (ELLs), many teachers who never before were asked to work with ELLs are now required to contribute to the education of these students. In some states, all education majors,…

A Study of Arizona's Teachers of English Language Learners

ERIC Educational Resources Information Center

Rios-Aguilar, Cecilia; Gonzalez-Canche, Manuel; Moll, Luis C.

2010-01-01

In this study a representative sample of 880 elementary and secondary teachers currently teaching in 33 schools across the state of Arizona were asked about their perceptions of how their ELL students were faring under current instructional policies for ELL students. Teachers were surveyed during the Spring of 2010. Overall findings show that most…

The Relationship between English Learning and Achievement on the State Assessment

ERIC Educational Resources Information Center

McFann-Mora, Oribel

2016-01-01

In the United States, the number of English Language Learners (ELLs) has steadily grown over the past decades. In the State of Delaware, the growth has been exponential. ELLs' academic underachievement in reading and math has remained a challenge for K-12 educational institutions. It has continued to be necessary to research the causes and…

Preparing Teachers of English Language Learners: Empirical Evidence and Policy Implications

ERIC Educational Resources Information Center

López, Francesca; Scanlan, Martin; Gundrum, Becky

2013-01-01

In this study, we examined the degree to which the requirements in each state's teacher education programs reflect current theory and practice for teachers of ELLs in their coursework, and how these requirements in turn are related to 4th grade Hispanic ELL's reading outcomes on the National Assessment of Educational Progress. We found that…

A Longitudinal Analysis of English Language Learners' Word Decoding and Reading Comprehension

ERIC Educational Resources Information Center

Nakamoto, Jonathan; Lindsey, Kim A.; Manis, Franklin R.

2007-01-01

This longitudinal investigation examined word decoding and reading comprehension measures from first grade through sixth grade for a sample of Spanish-speaking English language learners (ELLs). The sample included 261 children (average age of 7.2 years; 120 boys; 141 girls) at the initial data collection in first grade. The ELLs' word decoding and…

English Language Learners in the Elementary and Secondary Education Act

ERIC Educational Resources Information Center

Calderon, Brenda

2015-01-01

The Elementary and Secondary Education Act has provided services for English Language Learners (ELLs) since 1968. In 2010 nearly 4.6 million students were classified as ELLs and of those nearly 80% were from a Spanish speaking background. To ignore their education is to neglect preparing a large portion of our nation's future workforce. Given…

The Relationship between English Language Learner Status and Music Ensemble Participation

ERIC Educational Resources Information Center

Lorah, Julie A.; Sanders, Elizabeth A.; Morrison, Steven J.

2014-01-01

Authors of previous research have reported that U.S. English language learner (ELL) students participate in school-sponsored music ensembles (band, orchestra, and choir) at a lower rate than their native-English-speaking peers (non-ELLs). The current study examined this phenomenon using a nationally representative sample of U.S. 10th graders (14-…

Giving English Language Learners the Time They Need to Succeed: Profiles of Three Expanded Learning Time Schools

ERIC Educational Resources Information Center

Farbman, David A.

2015-01-01

With the number of students who are English language learners (ELLs) likely to double in coming years, it is more important than ever for schools across the U.S. to design and implement educational practices and strategies that best meet ELLs' learning needs, says the report, "Giving English Language Learners the Time They Need to…

WIDA Assessment and Accommodations for English Language Learners with Disabilities. 2014-2015 Test Administration

ERIC Educational Resources Information Center

Indiana Department of Education, 2015

2015-01-01

On a case-by-case basis where appropriate documentation exists, students with disabilities may require accommodations in order to access the W-APT and/or ACCESS for English Language Learners (ELLs). The information in this document replaces accommodations information in the appendices of the W-APT and ACCESS for ELLs test administration manuals…

Friction in Different Languages

ERIC Educational Resources Information Center

Hurley, Sarah Jessica; Murray, Alexa Lee; Cormas, Peter

2014-01-01

This article describes a lesson taught in a designated English Language Learner (ELL) classroom in an elementary school in Pawtucket, Rhode Island, using a sheltered instruction approach. Eighty one percent of the students at this school are from diverse ethnic backgrounds where 25 per cent of them receive ELL services. A variety of languages are…

No Puedo

ERIC Educational Resources Information Center

Benavides, Ramon; Medina-Jerez, William

2017-01-01

English Language Learners (ELLs) early schooling often involves a mix of their native (L1) and second (L2) languages. Spanglish speakers take this one step further and employ a hybrid language practice to compensate for their lack of fluency in both Spanish and English. Unlike conventional ELLs, these students use the two languages simultaneously…

Exploring US Mainstream Teachers' Perspectives on Use of the Native Language in Instruction with English Language Learner Students

ERIC Educational Resources Information Center

Karathanos, Katya

2009-01-01

In the US, public school teachers are currently experiencing an unprecedented increase in the number of English language learner (ELL) students with whom they work. Research shows the practice of incorporating ELL students' native languages (L1) into instruction to be a major factor enhancing their success in school. In this study, 327 pre-service…

The Influence of Teacher Power on English Language Learners' Self-Perceptions of Learner Empowerment

ERIC Educational Resources Information Center

Diaz, Abel; Cochran, Kathryn; Karlin, Nancy

2016-01-01

English language learners (ELL) are students with a primary language spoken other than English enrolled in U.S. educational settings. As ELL students take on the challenges of learning English and U.S. culture, they must also learn academic content. The expectation to succeed academically in a foreign culture and language, while learning to speak…

Newcomer Immigrant Program Evaluation, 2015-2016. Research Educational Program Report

ERIC Educational Resources Information Center

Houston Independent School District, 2016

2016-01-01

There are approximately 65,000 students in the Houston Independent School District (HISD) labeled as "English language learners" (ELLs). Many of these students have the additional obstacle of being recent immigrants who have been in the United States for three years or less. In recent years, the number of immigrant ELLs in the district…

The Cost of Providing an Adequate Education to English Language Learners: A Review of the Literature

ERIC Educational Resources Information Center

Jimenez-Castellanos, Oscar; Topper, Amelia M.

2012-01-01

This article systematically reviews the cost study literature as it relates to the treatment of English language learners (ELLs). Despite the substantial number of costing out studies that have been conducted over the past several decades, the school finance literature has failed to focus on ELLs--the fastest growing segment of the school-age…

A Language-Based Approach to Content Instruction (LACI) for English Language Learners: Examples from Two Elementary Teachers

ERIC Educational Resources Information Center

de Oliveira, Luciana C.

2016-01-01

The number of English language learners (ELLs) in the United States has increased dramatically. Given this increase it is vital for teacher education programs at the pre-service level and professional learning programs at eh in-service level to address the needs of ELLs. This article presents a teacher preparation model--"a language-based…

The Effect of English Language Learner Reclassification on Student ACT Scores, High School Graduation, and Postsecondary Enrollment: Regression Discontinuity Evidence from Wisconsin

ERIC Educational Resources Information Center

Carlson, Deven; Knowles, Jared E.

2016-01-01

The recent increase in the number of students classified as English language learners (ELLs) has focused significant attention on reclassification policy, which governs the process by which ELLs move toward, and are deemed to reach, full English proficiency. In this paper, we draw on a data set containing annual individual-level records for every…

Literacy Programs with Parent Involvement

ERIC Educational Resources Information Center

Montgomery, Joel R.

2008-01-01

The purpose of this working paper is to review current literature on literacy programs for parents of English language learners (ELLs). The paper includes a summary of five literacy programs for ELL parents throughout the United States of America. Four of these were system-wide interventions affecting more than one school or classroom. Each…

Leveling Up

ERIC Educational Resources Information Center

Bautista, Nazan

2014-01-01

A national survey reports that 42% of mainstream teachers have English language learners (ELLs) in their classrooms, but only 12.5% say they have been prepared to work with them (National Center for Education Statistics 2002). This article supplies a framework to address the cognitive demands of ELLs with varying proficiency levels, guided by the…

The Disproportional Representation of English Language Learners in Gifted and Talented Programs in Texas

ERIC Educational Resources Information Center

Coronado, Jennifer M.; Lewis, Katie D.

2017-01-01

The U.S. public K-12 student population experienced a significant increase in the number of English language learners (ELLs) since 2010. Public schools responded to this change in demographics by increasing their services for ELLs; however, many were not initially prepared for this change. Within the field of gifted education, there is a concern…

A New Limit on CMB Circular Polarization from SPIDER

DOE PAGES

Nagy, J. M.; Ade, P. A. R.; Amiri, M.; ...

2017-08-01

We present a new upper limit on CMB circular polarization from the 2015 flight of SPIDER, a balloon-borne telescope designed to search formore » $B$-mode linear polarization from cosmic inflation. Although the level of circular polarization in the CMB is predicted to be very small, experimental limits provide a valuable test of the underlying models. By exploiting the non-zero circular-to-linear polarization coupling of the HWP polarization modulators, data from SPIDER's 2015 Antarctic flight provides a constraint on Stokes $V$ at 95 and 150 GHz from $$33<\\ell<307$$. No other limits exist over this full range of angular scales, and SPIDER improves upon the previous limit by several orders of magnitude, providing 95% C.L. constraints on $$\\ell (\\ell+1)C_{\\ell}^{VV}/(2\\pi)$$ ranging from 141 $$\\mu K ^2$$ to 203 $$\\mu K ^2$$ at 150 GHz for a thermal CMB spectrum. As linear CMB polarization experiments become increasingly sensitive, the techniques described in this paper can be applied to obtain stronger constraints on circular polarization.« less

A New Limit on CMB Circular Polarization from SPIDER

NASA Astrophysics Data System (ADS)

Nagy, J. M.; Ade, P. A. R.; Amiri, M.; Benton, S. J.; Bergman, A. S.; Bihary, R.; Bock, J. J.; Bond, J. R.; Bryan, S. A.; Chiang, H. C.; Contaldi, C. R.; Doré, O.; Duivenvoorden, A. J.; Eriksen, H. K.; Farhang, M.; Filippini, J. P.; Fissel, L. M.; Fraisse, A. A.; Freese, K.; Galloway, M.; Gambrel, A. E.; Gandilo, N. N.; Ganga, K.; Gudmundsson, J. E.; Halpern, M.; Hartley, J.; Hasselfield, M.; Hilton, G.; Holmes, W.; Hristov, V. V.; Huang, Z.; Irwin, K. D.; Jones, W. C.; Kuo, C. L.; Kermish, Z. D.; Li, S.; Mason, P. V.; Megerian, K.; Moncelsi, L.; Morford, T. A.; Netterfield, C. B.; Nolta, M.; Padilla, I. L.; Racine, B.; Rahlin, A. S.; Reintsema, C.; Ruhl, J. E.; Runyan, M. C.; Ruud, T. M.; Shariff, J. A.; Soler, J. D.; Song, X.; Trangsrud, A.; Tucker, C.; Tucker, R. S.; Turner, A. D.; Van Der List, J. F.; Weber, A. C.; Wehus, I. K.; Wiebe, D. V.; Young, E. Y.

2017-08-01

We present a new upper limit on cosmic microwave background (CMB) circular polarization from the 2015 flight of Spider, a balloon-borne telescope designed to search for B-mode linear polarization from cosmic inflation. Although the level of circular polarization in the CMB is predicted to be very small, experimental limits provide a valuable test of the underlying models. By exploiting the nonzero circular-to-linear polarization coupling of the half-wave plate polarization modulators, data from Spider's 2015 Antarctic flight provide a constraint on Stokes V at 95 and 150 GHz in the range 33< {\\ell }< 307. No other limits exist over this full range of angular scales, and Spider improves on the previous limit by several orders of magnitude, providing 95% C.L. constraints on {\\ell }({\\ell }+1){C}{\\ell }{VV}/(2π ) ranging from 141 to 255 μK2 at 150 GHz for a thermal CMB spectrum. As linear CMB polarization experiments become increasingly sensitive, the techniques described in this paper can be applied to obtain even stronger constraints on circular polarization.

A New Limit on CMB Circular Polarization from SPIDER

DOE Office of Scientific and Technical Information (OSTI.GOV)

Nagy, J. M.; Ade, P. A. R.; Amiri, M.

We present a new upper limit on CMB circular polarization from the 2015 flight of SPIDER, a balloon-borne telescope designed to search formore » $B$-mode linear polarization from cosmic inflation. Although the level of circular polarization in the CMB is predicted to be very small, experimental limits provide a valuable test of the underlying models. By exploiting the non-zero circular-to-linear polarization coupling of the HWP polarization modulators, data from SPIDER's 2015 Antarctic flight provides a constraint on Stokes $V$ at 95 and 150 GHz from $$33<\\ell<307$$. No other limits exist over this full range of angular scales, and SPIDER improves upon the previous limit by several orders of magnitude, providing 95% C.L. constraints on $$\\ell (\\ell+1)C_{\\ell}^{VV}/(2\\pi)$$ ranging from 141 $$\\mu K ^2$$ to 203 $$\\mu K ^2$$ at 150 GHz for a thermal CMB spectrum. As linear CMB polarization experiments become increasingly sensitive, the techniques described in this paper can be applied to obtain stronger constraints on circular polarization.« less

Strangers and Professionals: Positioning Discourse in ESL Teachers' Work

ERIC Educational Resources Information Center

Haneda, Mari; Nespor, Jan

2013-01-01

English Language Learners (ELLs) usually spend most of the school day with regular classroom teachers. The ability of English-as-a-second-language (ESL) teachers to help these students, then, depends in part on their ability to influence how the classroom teachers think of ELL students and ESL itself. One way ESL teachers do this is through…

Resisting Assimilation: Deliberate Acculturation by the American English Language Learner

ERIC Educational Resources Information Center

Schultz, Lyndsie

2016-01-01

Education policy has historically been viewed as having an influential part in crafting the roles of immigrants in American society. However, while policy makers continue to push their own agendas on English language learners (ELLs), ELLs continue to push back to create their own sense of what it means be an American. This article analyzes how…

Teacher to Teacher: Supporting English Language Learners

ERIC Educational Resources Information Center

McElroy, Edward J.

2005-01-01

The student population is changing, and teachers need new tools to help their English language learner (ELL) students. ELL students are learning to read, write, and speak English at the same time as they study history, science, math, and all the other subjects taught in our schools. This article describes one tool, the Colorin Colorado website,…

A Math Intervention for Third Grade Latino English Language Learners at Risk for Math Disabilities

ERIC Educational Resources Information Center

Orosco, Michael J.

2014-01-01

Word problems for English language learners (ELLs) at risk for math disabilities are challenging in terms of the constant need to develop precise math language and comprehension knowledge. As a result of this, ELLs may not only need math support but also reading and linguistic support. The purpose of this study was to assess the effectiveness of a…

Bridging the Gap: Preservice Teachers and Their Knowledge of Working with English Language Learners

ERIC Educational Resources Information Center

Hutchinson, Mary

2013-01-01

A good deal of attention has been focused on the need to prepare teachers to work with the increasing number of English language learners (ELLs) in today's classrooms. Many would argue that this preparation should be provided at the preservice level so that new teachers are ready to meet the demands of all learners, but in particular ELLs.…

Improving the Validity of English Language Learner Assessment Systems. Full Report. Policy Brief 10, Spring 2010

ERIC Educational Resources Information Center

Wolf, Mikyung Kim; Herman, Joan L.; Dietel, Ronald

2010-01-01

English Language Learners (ELLs) are the fastest growing group of students in American public schools. According to Payan and Nettles (2008), the ELL population doubled in 23 states between 1995 and 2005. The U.S. Census Bureau estimates that by 2050, the Hispanic school-age population will exceed the non-Hispanic white school-age public school…

Using Inquiry to Break the Language Barrier

ERIC Educational Resources Information Center

Ricketts, Amy

2011-01-01

The more than five million English language learners (ELLs) in the United States represent over 10% of students enrolled in public schools--and this number is growing rapidly. From 1997 to 2007, growth of ELL enrollment exceeded that of overall enrollment by more than six to one. Regardless of where they teach, science educators will undoubtedly…

Dialogs for Success

ERIC Educational Resources Information Center

Wong, Sissy S.; Ortega, Irasema

2015-01-01

Teachers often start their careers in schools with large populations of English language learners (ELLs), whose enrollment in U.S. public schools reached some 4.4 million in 2012 (Kena et al. 2014). To serve these ELLs, new science teachers must develop skills to not only teach the content and language of science but also academic English. Proper…

Reading Interventions for Elementary English Language Learners with Learning Disabilities: A Review

ERIC Educational Resources Information Center

Boon, Richard T.; Barbetta, Patricia M.

2017-01-01

This paper provides a review of the literature on reading interventions for English language learners (ELLs) with learning disabilities (LD) in the elementary grade levels (K-5). The goal of this review was to identify and evaluate reading interventions that have been used in the special education literature for ELLs with LD in the early grade…

Investing in Our Next Generation: A Funder's Guide to Addressing the Educational Opportunities and Challenges Facing English Language Learners

ERIC Educational Resources Information Center

Grantmakers for Education, 2010

2010-01-01

More than one in ten preK-12 students in the U.S. are English Language Learners (ELLs), yet a sizable achievement gap exists between these more than 5.3 million ELL students and their English-proficient peers. In June 2010, Grantmakers for Education (GFE) convened funders, researchers, policymakers and practitioners to examine the role of…

Improving Responsiveness to Intervention for English-Language Learners: A Comparison of Instructional Pace on Letter Naming Rates

ERIC Educational Resources Information Center

Gilbertson, Donna; Bluck, John

2006-01-01

An alternating treatments design was used to compare the effects of a 1-s and a 5-s paced intervention on rates of letter naming by English Language Learners (ELL). Participants were four kindergarten students performing below the average letter naming level and learning rate than other ELL classmates. The fast paced intervention consisted of a…

Demographic Characteristics of Successful English Language Learners in Rural Communities

ERIC Educational Resources Information Center

Murley, Colleen A.

2017-01-01

As the number of English Language Learners (ELLs) continues to grow in our country, schools are looking for ways to better identify and to help those who need English as a Second Language (ESL) services (Mossaad, 2016). ELLs present a unique challenge to school districts as some perceive that the federal guidelines are vague, but require school…

Developing Literacy in English Language Learners: Findings from a Review of the Experimental Research

ERIC Educational Resources Information Center

August, Diane; McCardle, Peggy; Shanahan, Timothy

2014-01-01

In the past decade the proportion of school-aged children in the United States who are English language learners (ELLs) grew by 32%, compared with a 4.9% overall increase in U.S. school enrollment. This only heightens the already important challenge of providing effective, appropriate reading instruction for ELLs because all teachers can expect to…

Meeting the Needs of English Learners

ERIC Educational Resources Information Center

Roy-Campbell, Zaline

2012-01-01

The authors discuss educational issues that trail English Language Learners (ELLs) by looking at the experiences of Mumina, a student who entered a U. S. classroom seven years ago after spending time in a refugee camp in Kenya. ELLs--especially at the high school level - are a challenging group for educators because they have a relatively short…

Who Educates Teacher Educators about English Language Learners?

ERIC Educational Resources Information Center

Roy-Campbell, Zaline M.

2013-01-01

With the increasing numbers of English language learners (ELLs) in schools across the United States, most teachers will have these students in their classrooms in the near future if not already. Due to the wide diversity of ELL students, all classroom teachers must be equipped to work with these students. This study presents the findings of a…

Invented Rule with English Language Learners

ERIC Educational Resources Information Center

Boyer, Valerie E.; Martin, Kathryn Y.

2012-01-01

The purpose of this study was to utilize an invented rule with English language learners (ELLs) in a clinical setting to determine differences based on language and age of the children. The performance was correlated with teacher reports of strong and weak language learning. Using a within-participants design, ELLs of age three to five were taught…

Test Accommodations for English Language Learners Using the Student Language Assessment Plan

ERIC Educational Resources Information Center

Brantley, Sherri G.

2014-01-01

Public schools are attempting to work with a growing number of immigrant English language learners (ELLs) in the U.S. education system at a time when the No Child Left Behind (NCLB) Act has mandated that ELLs achieve proficiency on assessments even if they have not acquired sufficient language proficiency. The purpose of this qualitative case…

An Evaluation of the Relationship among State Accountability Reading Test Scores and Levels of Language Proficiency of English Language Learners

ERIC Educational Resources Information Center

Greene, Dana Huffman

2015-01-01

Growing numbers of English Language Learners (ELLs) in the United States have become a trend in recent years; and North Carolina, including the region of this study, is no exception to this trend. As a result of the national rise in ELLs, NCLB was enacted with the goal of increasing academic achievement and closing the achievement gap between…

Nurturing Young Gifted English Language Learners: A Survival Guide for Parents

ERIC Educational Resources Information Center

Smutny, Joan F.

2012-01-01

For many young gifted English Language Learners (ELLs), going to an American school is like a trip to Mars. Everything and everyone looks strange. Many ELLs feel unsure of their abilities when they discover that their proficiency in English can sometimes hinder achievement. They wonder what the other kids think of their speech, their accents,…

Classification System for English Language Learners: Issues and Recommendations

ERIC Educational Resources Information Center

Abedi, Jamal

2008-01-01

High-stakes decisions for the instruction and assessment of English language learner (ELL) students are made based on the premise that ELL classification is a valid dichotomy that distinguishes between those who are proficient in the use of the English language and those who are not. However, recent research findings draw a vague picture of the…

Comparative anatomy of the electrosensory lateral line lobe of mormyrids: the mystery of the missing map in the genus Stomatorhinus (family: Mormyridae).

PubMed

McNamara, Ann Marie; Denizot, Jean-Pierre; Hopkins, Carl D

2005-01-01

Fish in the family Mormyridae produce weak electric organ discharges that are used in orientation and communication. The peripheral and central anatomy of the electrosensory system has been well studied in the species Gnathonemus petersii, but comparative studies in other species are scarce. Here we report on one genus of mormyrid that displays a remarkable change in the electrosensory lateral line lobe (ELL), the hypertrophied rhombencephalic structure that receives primary electroreceptor input. Although all other mormyrids studied have three distinct zones on each side of the ELL, fish of the genus Stomatorhinus exhibit only two. Therefore, the two-zone ELL is a unique derived characteristic shared by Stomatorhinus. We examined the cutaneous electroreceptors that project to the ELL in Stomatorhinus. All three types of electroreceptors previously described for G. petersii were present, but there was a significant change in one type, the mormyromast. Both mormyromast sensory cell types (A- and B-cells) are present, but the B-cell is not innervated in Stomatorhinus. We conclude that, although all cutaneous sensory cells are present, the missing B-cell afferents account for the loss of the dorsolateral zone of the ELL, and therefore the loss of an entire sensory map. Because mormyromasts are involved in electrolocation behavior, this anatomical difference is probably related to differences in electrolocation abilities. Stomatorhinus could prove to be an excellent system for linking evolutionary changes in behavior with modifications in their neural substrates.

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

DOE PAGES

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 |V ub|. 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 extrapolationmore » 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 |V ub|, 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 |V ub|=(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 |V ub| 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

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.…

ELL School Readiness and Pre-Kindergarten Care

ERIC Educational Resources Information Center

Gottfried, Michael A.

2017-01-01

The increased utilization of non-parental pre-kindergarten care has spurred interest by both researchers and policy makers as to what types of care might be effective at boosting school readiness. Under-developed in the research has been an assessment of the influence of pre-kindergarten care on school readiness for English Language Learners…

States Clear Initial Hurdle on ELL Tests

ERIC Educational Resources Information Center

Zehr, Mary Ann

2007-01-01

A new report finds that all states and the District of Columbia have now ushered in new English-language-proficiency tests to comply with No Child Left Behind Act requirements for those still learning the language. The report, "English Language Proficiency Assessment in the Nation: Current Status and Future Practice," released by the University of…

Creating Schools That Support Success for English Language Learners. Lessons Learned. Volume 1, Issue 2

ERIC Educational Resources Information Center

Stepanek, Jennifer; Raphael, Jacqueline

2010-01-01

The past two decades have brought the second largest wave of immigration in U.S. history. This has led to a rapid and unprecedented influx of immigrants to the Pacific Northwest as well as a rise in the number of English language learners (ELLs) in schools. Between 2002-2003 and 2007-2008, the Northwest's annual growth in ELL enrollment was nearly…

Examining the Relationship among Reading Curriculum-Based Measures, Level of Language Proficiency, and State Accountability Test Scores with Middle School Spanish-Speaking English Language Learners

ERIC Educational Resources Information Center

Stokes, Nicole Osterman

2010-01-01

The purpose of the present study was to examine the predictive ability of oral reading fluency (R-CBM) on a sixth grade high-stakes assessment with ELL and non-ELL students, as well as determine the average rate of growth on R-CBM and how that relates to level of English Proficiency. The participants in the current study included 350 sixth grade…

Taking a Closer Look at English Learner Subgroups Whose Achievement Stalls Out. REL West Research Digest

ERIC Educational Resources Information Center

Regional Educational Laboratory West, 2014

2014-01-01

To figure out better ways to serve their English language learner (ELL) students, the state departments of education in the West Region states of Arizona, Nevada, and Utah, who are members of the English Learner Alliance, asked REL West to help them put together a more detailed picture of two particular groups of K-12 ELL students who seem to…

Technology-Enhanced Formative Assessment in Mathematics for English Language Learners

ERIC Educational Resources Information Center

Lekwa, Adam Jens

2012-01-01

This paper reports the results of a descriptive study on the use of a technology-enhanced formative assessment system called Accelerated Math (AM) for ELLs and their native-English-speaking (NES) peers. It was comprised of analyses of an extant database of 18,549 students, including 2,057 ELLs, from grades 1 through 8 across 30 U.S. states. These…

A New Limit on CMB Circular Polarization from SPIDER

DOE Office of Scientific and Technical Information (OSTI.GOV)

Nagy, J. M.; Ade, P. A. R.; Amiri, M.

Here, we present a new upper limit on cosmic microwave background (CMB) circular polarization from the 2015 flight of Spider, a balloon-borne telescope designed to search for B-mode linear polarization from cosmic inflation. Although the level of circular polarization in the CMB is predicted to be very small, experimental limits provide a valuable test of the underlying models. By exploiting the nonzero circular-to-linear polarization coupling of the half-wave plate polarization modulators, data from Spider's 2015 Antarctic flight provide a constraint on Stokes V at 95 and 150 GHz in the rangemore » $$33\\lt {\\ell }\\lt 307$$. No other limits exist over this full range of angular scales, and Spider improves on the previous limit by several orders of magnitude, providing 95% C.L. constraints on $${\\ell }({\\ell }+1){C}_{{\\ell }}^{{VV}}/(2\\pi )$$ ranging from 141 to 255 μK 2 at 150 GHz for a thermal CMB spectrum. In conclusion, as linear CMB polarization experiments become increasingly sensitive, the techniques described in this paper can be applied to obtain even stronger constraints on circular polarization.« less

A new sparse optimization scheme for simultaneous beam angle and fluence map optimization in radiotherapy planning

NASA Astrophysics Data System (ADS)

Liu, Hongcheng; Dong, Peng; Xing, Lei

2017-08-01

{{\\ell }2,1} -minimization-based sparse optimization was employed to solve the beam angle optimization (BAO) in intensity-modulated radiation therapy (IMRT) planning. The technique approximates the exact BAO formulation with efficiently computable convex surrogates, leading to plans that are inferior to those attainable with recently proposed gradient-based greedy schemes. In this paper, we alleviate/reduce the nontrivial inconsistencies between the {{\\ell }2,1} -based formulations and the exact BAO model by proposing a new sparse optimization framework based on the most recent developments in group variable selection. We propose the incorporation of the group-folded concave penalty (gFCP) as a substitution to the {{\\ell }2,1} -minimization framework. The new formulation is then solved by a variation of an existing gradient method. The performance of the proposed scheme is evaluated by both plan quality and the computational efficiency using three IMRT cases: a coplanar prostate case, a coplanar head-and-neck case, and a noncoplanar liver case. Involved in the evaluation are two alternative schemes: the {{\\ell }2,1} -minimization approach and the gradient norm method (GNM). The gFCP-based scheme outperforms both counterpart approaches. In particular, gFCP generates better plans than those obtained using the {{\\ell }2,1} -minimization for all three cases with a comparable computation time. As compared to the GNM, the gFCP improves both the plan quality and computational efficiency. The proposed gFCP-based scheme provides a promising framework for BAO and promises to improve both planning time and plan quality.

Search for flavor changing neutral currents in top quark decays in pp collisions at 7 TeV

DOE Office of Scientific and Technical Information (OSTI.GOV)

Chatrchyan, S.; Khachatryan, V.; Sirunyan, A. M.

The results of a search for flavor changing neutral currents in top quark decays t to Zq in events with a topology compatible with the decay chain t t-bar to Wb + Zq to ell nu b + ell ell q are presented. The search is performed with a data sample corresponding to an integrated luminosity of 5.0 inverse femtobarns of proton-proton collisions at a center-of-mass energy of 7 TeV, collected with the CMS detector at the LHC. The observed number of events agrees with the standard model prediction and no evidence for flavor changing neutral currents in top quarkmore » decays is found. A t to Zq branching fraction greater than 0.21% is excluded at the 95% confidence level.« less

DOE Office of Scientific and Technical Information (OSTI.GOV)

Aad, G.

The measurements of the ZZ and WW final states in the mass range above the \\(2m_Z\\) and \\(2m_W\\) thresholds provide a unique opportunity to measure the off-shell coupling strength of the Higgs boson. This paper presents constraints on the off-shell Higgs boson event yields normalised to the Standard Model prediction (signal strength) in the \\(ZZ \\rightarrow 4\\ell \\), \\(ZZ\\rightarrow 2\\ell 2\

Constraints on the off-shell Higgs boson signal strength in the high-mass ZZ and WW final states with the ATLAS detector

DOE PAGES

Aad, G.

2015-07-17

The measurements of the ZZ and WW final states in the mass range above the \\(2m_Z\\) and \\(2m_W\\) thresholds provide a unique opportunity to measure the off-shell coupling strength of the Higgs boson. This paper presents constraints on the off-shell Higgs boson event yields normalised to the Standard Model prediction (signal strength) in the \\(ZZ \\rightarrow 4\\ell \\), \\(ZZ\\rightarrow 2\\ell 2\

Interventions for Supporting and Assessing Science Writing Communication: Cases of Asian English Language Learners

PubMed Central

Smith-Keiling, Beverly L.; Swanson, Lidia K.; Dehnbostel, Joanne M.

2018-01-01

In seeking to support diversity, one challenge lies in adequately supporting and assessing science cognitions in a writing-intensive Biochemistry laboratory course when highly engaged Asian English language learners (Asian ELLs) struggle to communicate and make novice errors in English. Because they may understand advanced science concepts, but are not being adequately assessed for their deeper scientific understanding, we sought and examined interventions. We hypothesized that inquiry strategies, scaffolded learning through peer evaluation, and individualized tools that build writing communication skills would increase confidence. To assess scientific thinking, Linguistic Inquiry Word Count (LIWC) software measured underlying analytic and cognitive features of writing despite grammatical errors. To determine whether interventions improved student experience or learning outcomes, we investigated a cross-sectional sample of cases within experimental groups (n = 19) using a mixed-methods approach. Overall trends of paired t-tests from Asian ELLs’ pre/post surveys showed gains in six measures of writing confidence, with some statistically significant gains in confidence in writing skill (p=0.025) and in theory (p≤0.05). LIWC scores for Asian ELL and native-English-speaking students were comparable except for increased cognitive scores for Asian ELLs and detectable individual differences. An increase in Asian ELLs’ cognitive scores in spring/summer over fall was observed (p = 0.04), likely as a result of greater cognitive processes with language use, inquiry-related interventions, and peer evaluation. Individual cases further elucidated challenges faced by Asian ELL students. LIWC scores of student writing may be useful in determining underlying understanding. Interventions designed to provide support and strengthen the writing of Asian ELL students may also improve their confidence in writing, even if improvement is gradual. PMID:29904544

Golden probe of electroweak symmetry breaking

DOE Office of Scientific and Technical Information (OSTI.GOV)

Chen, Yi; Lykken, Joe; Spiropulu, Maria

The ratio of the Higgs couplings tomore » $WW$ and $ZZ$ pairs, $$\\lambda_{WZ}$$, is a fundamental parameter in electroweak symmetry breaking as well as a measure of the (approximate) custodial symmetry possessed by the gauge boson mass matrix. We show that Higgs decays to four leptons are sensitive, via tree level/1-loop interference effects, to both the magnitude and, in particular, overall sign of $$\\lambda_{WZ}$$. Determining this sign requires interference effects, as it is nearly impossible to measure with rate information. Furthermore, simply determining the sign effectively establishes the custodial representation of the Higgs boson. We find that $$h\\to4\\ell$$ ($$4\\ell \\equiv 2e2\\mu, 4e, 4\\mu$$) decays have excellent prospects of directly establishing the overall sign at a high luminosity 13 TeV LHC. We also examine the ultimate LHC sensitivity in $$h\\to4\\ell$$ to the magnitude of $$\\lambda_{WZ}$$. Our results are independent of other measurements of the Higgs boson couplings and, in particular, largely free of assumptions about the top quark Yukawa couplings which also enter at 1-loop. Furthermore, this makes $$h\\to4\\ell$$ a unique and independent probe of the electroweak symmetry breaking mechanism and custodial symmetry.« less

Golden probe of electroweak symmetry breaking

DOE PAGES

Chen, Yi; Lykken, Joe; Spiropulu, Maria; ...

2016-12-09

The ratio of the Higgs couplings tomore » $WW$ and $ZZ$ pairs, $$\\lambda_{WZ}$$, is a fundamental parameter in electroweak symmetry breaking as well as a measure of the (approximate) custodial symmetry possessed by the gauge boson mass matrix. We show that Higgs decays to four leptons are sensitive, via tree level/1-loop interference effects, to both the magnitude and, in particular, overall sign of $$\\lambda_{WZ}$$. Determining this sign requires interference effects, as it is nearly impossible to measure with rate information. Furthermore, simply determining the sign effectively establishes the custodial representation of the Higgs boson. We find that $$h\\to4\\ell$$ ($$4\\ell \\equiv 2e2\\mu, 4e, 4\\mu$$) decays have excellent prospects of directly establishing the overall sign at a high luminosity 13 TeV LHC. We also examine the ultimate LHC sensitivity in $$h\\to4\\ell$$ to the magnitude of $$\\lambda_{WZ}$$. Our results are independent of other measurements of the Higgs boson couplings and, in particular, largely free of assumptions about the top quark Yukawa couplings which also enter at 1-loop. Furthermore, this makes $$h\\to4\\ell$$ a unique and independent probe of the electroweak symmetry breaking mechanism and custodial symmetry.« less

Study of the Rare Decay B Mesons Decaying to X Mesons Positive And Negative Leptons at BABAR

DOE Office of Scientific and Technical Information (OSTI.GOV)

Koptchev, Ventzislav B.; /Massachusetts U., Amherst

2005-08-30

Flavor-changing neutral current transitions are forbidden at tree level in the Standard Model and can only occur via higher order diagrams. Since the amplitudes for such loops are dominated by the heaviest known particles, and non-SM effects are expected to contribute at the same order as the SM, such processes are an ideal place to look for new physics. We present a measurement of the inclusive branching fraction for the flavor-changing neutral current process B {yields} X{sub s}{ell}{sup +}{ell}{sup -} with a sample of 81.9 fb{sup -1}, collected with the BABAR detector at the Stanford Linear Accelerator Center. The finalmore » state is reconstructed from e{sup +}e{sup -} or {mu}{sup +}{mu}{sup -} pairs and a hadronic system consisting of one K{sup {+-}} or K{sub s} and up to two pions, with at most one {pi}{sup 0}. They observe a signal of 40 {+-} 10(stat) {+-} 2(syst) events and extract a branching fraction {Beta}(B {yields} X{sub s}{ell}{sup +}{ell}{sup -}) = (5.6 {+-} 1.5(stat) {+-} 0.6(exp. syst) {+-} 1.1(model syst)) x 10{sup -6} for m{sub ll} > 0.2 GeV.« less

The interface of language proficiency and identity: a profile analysis of bilingual adolescents and their writing.

PubMed

Danzak, Robin L

2011-10-01

The purpose of this study was to explore how adolescent English language learners' (ELLs') language and literacy experiences impacted their identities as bilingual writers. Six students were randomly selected from a group of 20 Spanish-speaking ELLs, ages 11-14, who participated in a larger, mixed-methods study on bilingual writing (see Danzak, 2011). The participants produced 10 written journal entries in their language of choice (English, Spanish, or both) and were interviewed. Qualitative analyses were applied to the participants' writing and interviews, both individually and cross-case. Findings were integrated to some extent with the outcomes of quantitative measures applied to the students' writing. Three patterns emerged: ethnic differences, language discrimination, and language preference. Also, the students' self-identification as monolingual or bilingual was reflected in their attitudes toward language learning and their outcomes on writing measures. Three portraits of emerging bilingual writers are discussed: struggling emerging, dominant emerging, and balanced emerging. Language and literacy learning strategies are recommended for each. Qualitative profiles of adolescent ELLs offer an understanding of students' experiences and identities that augments information provided by quantitative writing measures. Additionally, a mixed-methods profile analysis may aid in the identification of adolescent ELLs who may be struggling with undiagnosed language learning disabilities.

Tritium program at Chalk River Laboratories

DOE Office of Scientific and Technical Information (OSTI.GOV)

Brown, R.M.; Workman, W.J.; Kotzer, T.G.

1993-01-01

Control of tritium dispersal within and around the research and power stations of the Canadian nuclear program has always been recognized as particularly important because of the high production of tritium in heavy-water-moderated reactors. At the Chalk River Labs, (CRL), two major research reactors have operated for more than 30 yr. Over the years, emissions have been from 300 to 700 TBq/yr (8 to 19 kCi/yr) to the atmosphere and from 100 to 200 TBq/yr (3 to 5 kCi/yr) to local water systems. This results in concentrations in atmospheric moisture of [approximately]600 Bq/[ell] water in the immediate reactor area, 80more » Bq/[ell] at the exclusion area boundary (7 km distant), and 50 Bq/[ell] at the nearest downwind community (12 km).« less

Proposal for the determination of nuclear masses by high-precision spectroscopy of Rydberg states

NASA Astrophysics Data System (ADS)

Wundt, B. J.; Jentschura, U. D.

2010-06-01

The theoretical treatment of Rydberg states in one-electron ions is facilitated by the virtual absence of the nuclear-size correction, and fundamental constants like the Rydberg constant may be in the reach of planned high-precision spectroscopic experiments. The dominant nuclear effect that shifts transition energies among Rydberg states therefore is due to the nuclear mass. As a consequence, spectroscopic measurements of Rydberg transitions can be used in order to precisely deduce nuclear masses. A possible application of this approach to hydrogen and deuterium, and hydrogen-like lithium and carbon is explored in detail. In order to complete the analysis, numerical and analytic calculations of the quantum electrodynamic self-energy remainder function for states with principal quantum number n = 5, ..., 8 and with angular momentum ell = n - 1 and ell = n - 2 are described \\big(j = \\ell \\pm {\\textstyle {\\frac{1}{2}}}\\big).

The cross-linguistic transfer of early literacy skills: the role of initial L1 and L2 skills and language of instruction.

PubMed

Cárdenas-Hagan, Elsa; Carlson, Coleen D; Pollard-Durodola, Sharolyn D

2007-07-01

The purpose of this study was to examine the effects of initial first and second language proficiencies as well as the language of instruction that a student receives on the relationship between native language ability of students who are English language learners (ELLs) and their development of early literacy skills and the second language. This study investigated the development of early language and literacy skills among Spanish-speaking students in 2 large urban school districts, 1 middle-size urban district, and 1 border district. A total of 1,016 ELLs in kindergarten participated in the study. Students were administered a comprehensive battery of tests in English and Spanish, and classroom observations provided information regarding the Spanish or English language use of the teacher. Findings from this study suggest that Spanish-speaking students with high Spanish letter name and sound knowledge tend to show high levels of English letter name and sound knowledge. ELLs with low Spanish and English letter name and sound knowledge tend to show high levels of English letter name and sound knowledge when they are instructed in English. Letter name and sound identification skills are fairly highly positively correlated across languages in the beginning of the kindergarten year. In addition, phonological awareness skills appear to be the area with the most significant and direct transfer of knowledge, and language skills do not appear to be a factor in the development of phonological awareness. Finally, the relationship between oral language skills across languages was low, suggesting little relationship between oral language skills across languages at the beginning of the kindergarten year. Results from this study suggest that pedagogical decisions for ELLs should not only consider effective instructional literacy strategies but also acknowledge that the language of instruction for Spanish-speaking ELLs may produce varying results for different students.

Using sparse regularization for multi-resolution tomography of the ionosphere

NASA Astrophysics Data System (ADS)

Panicciari, T.; Smith, N. D.; Mitchell, C. N.; Da Dalt, F.; Spencer, P. S. J.

2015-10-01

Computerized ionospheric tomography (CIT) is a technique that allows reconstructing the state of the ionosphere in terms of electron content from a set of slant total electron content (STEC) measurements. It is usually denoted as an inverse problem. In this experiment, the measurements are considered coming from the phase of the GPS signal and, therefore, affected by bias. For this reason the STEC cannot be considered in absolute terms but rather in relative terms. Measurements are collected from receivers not evenly distributed in space and together with limitations such as angle and density of the observations, they are the cause of instability in the operation of inversion. Furthermore, the ionosphere is a dynamic medium whose processes are continuously changing in time and space. This can affect CIT by limiting the accuracy in resolving structures and the processes that describe the ionosphere. Some inversion techniques are based on &ell;2 minimization algorithms (i.e. Tikhonov regularization) and a standard approach is implemented here using spherical harmonics as a reference to compare the new method. A new approach is proposed for CIT that aims to permit sparsity in the reconstruction coefficients by using wavelet basis functions. It is based on the &ell;1 minimization technique and wavelet basis functions due to their properties of compact representation. The &ell;1 minimization is selected because it can optimize the result with an uneven distribution of observations by exploiting the localization property of wavelets. Also illustrated is how the inter-frequency biases on the STEC are calibrated within the operation of inversion, and this is used as a way for evaluating the accuracy of the method. The technique is demonstrated using a simulation, showing the advantage of &ell;1 minimization to estimate the coefficients over the &ell;2 minimization. This is in particular true for an uneven observation geometry and especially for multi-resolution CIT.

Normal values for myocardial deformation within the right heart measured by feature-tracking cardiovascular magnetic resonance imaging.

PubMed

Liu, Boyang; Dardeer, Ahmed M; Moody, William E; Edwards, Nicola C; Hudsmith, Lucy E; Steeds, Richard P

2018-02-01

Reproducible and repeatable assessment of right heart function is vital for monitoring congenital and acquired heart disease. There is increasing evidence for the additional value of myocardial deformation (strain and strain rate) in determining prognosis. This study aims to determine the reproducibility of deformation analyses in the right heart using cardiovascular magnetic resonance feature tracking (FT-CMR); and to establish normal ranges within an adult population. A cohort of 100 healthy subjects containing 10 males and 10 females from each decade of life between the ages of 20 and 70 without known congenital or acquired cardiovascular disease, hypertension, diabetes, dyslipidaemia or renal, hepatic, haematologic and systemic inflammatory disorders underwent FT-CMR assessment of right ventricular (RV) and right atrial (RA) myocardial strain and strain rate. RV longitudinal strain (Ell) was -21.9±3.24% (FW+S Ell) and -24.2±3.59% (FW-Ell). Peak systolic strain rate (S') was -1.45±0.39s -1 (FW+S) and -1.54±0.41s -1 (FW). Early diastolic strain rate (E') was 1.04±0.26s -1 (FW+S) and 1.04±0.33s -1 (FW). Late diastolic strain rate (A') was 0.94±0.33s -1 (FW+S) and 1.08±0.33s -1 (FW). RA peak strain was -21.1±3.76%. The intra- and inter-observer ICC for RV Ell (FW+S) was 0.92 and 0.80 respectively, while for RA peak strain was 0.92 and 0.89 respectively. Normal values of RV & RA deformation for healthy individuals using FT-CMR are provided with good RV Ell and RA peak strain reproducibility. Strain rate suffered from sub-optimal reproducibility and may not be satisfactory for clinical use. Copyright © 2017 The Authors. Published by Elsevier B.V. All rights reserved.

Improving ELLs' Listening Competence through Written Scaffolds

ERIC Educational Resources Information Center

Abobaker, Reima

2017-01-01

This article reports findings from a quasi-experimental study conducted to provide evidence of the effectiveness of written scaffolds (keyword captions, full captions, and full transcript) for different proficiency levels. The gap that this article fills is the lack of research on the type of written scaffold that a specific proficiency level can…

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…

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…

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…

La Sociéte Française d'Exobiologie

NASA Astrophysics Data System (ADS)

Raulin, F.

2010-12-01

L'exobiologie est une jeune science, très pluridisciplinaire qui, de façon générale, a pour objet l'étude de la vie dans l'univers. Plus précisément, elle inclut l'étude des conditions et des processus qui ont permis l'émergence du vivant sur notre planète, et ont pu oumo pourraient le permettre ailleurs, l'étude de l'évolution de la matière organique vers des structures complexes dans l'univers, et les recherches qui concernent la distribution de la vie sous toutes les formes qu'elle pourrait revêtir, et son évolution. La Société Française d'Exobiologie a été fondée en mai 2009. Elle a pour buts principaux de fédérer les recherches en exobiologie au niveau français en facilitant l'établissement de contacts interdisciplinaires entre les chercheurs français et faire connaître et expliquer l'exobiologie pour satisfaire la demande socio culturelle provenant d'un public diversifié, par le biais de conférences, d'ateliers, d'expositions. La SFE est reconnue comme Société savante. Elle compte actuellement 140 membres et vient d'organiser son premier colloque national d'exobiologie à Biarritz.

Imagerie polarimétrique active : des applications militaires et duales

NASA Astrophysics Data System (ADS)

Goudail, François; Boffety, Matthieu; Leviandier, Luc; Vannier, Nicolas

2017-12-01

L'imagerie polarimétrique active permet de révéler des contrastes invisibles à l'oeil humain et aux caméras classiques. Elle peut étendre les capacités de décamouflage des systèmes d'imagerie active et améliorer la détection d'objets dangereux sur des pistes. Elle possède également de nombreuses applications duales dans des domaines tels que l'imagerie biomédicale ou la vision industrielle.

Financing Nonappropriated Fund (NAF) Major Construction.

DTIC Science & Technology

1985-03-09

84-C-0488 UNCLASSIFIED F/G 12/3 -NL IIIIIIIIIIlIII IIIIIIIIEIIIIE EEEIIIIIEIIII EIIIIIIIIEEEEE lllllllEllEllI .M 7. -777 .77 "- 1.1. -P2 MICROCOP ...the compound interest equation. . Exhibit 4-1 shows an example of this type of cash flow. It can be noticed in the sample cash flow that there are two...I.R.R. method for the ranking of investment opportunities. M. G. Wright suggests an effective way to overcome this problem by compounding one of the

Etude microdosimetrique de l'influence des materiaux sur l'efficacite biologique d'une source d'iode-125

NASA Astrophysics Data System (ADS)

Taschereau, Richard

Cette these concerne les implants permanents pour la prostate. Les isotopes employes, le 103Pd et l'125I, semblent produire les memes resultats cliniques: le premier a cause d'une radiation plus efficace et le second a cause de sa demi-vie plus longue. La recherche utilise le cadre theorique de la microdosimetrie et des simulations Monte Carlo. Elle propose d'employer le spectre d'ejection dans le calcul de l'efficacite; ce changement fait passer l'efficacite relative du 103Pd de 10% a 5%. Elle montre ensuite qu'il est possible d'ameliorer l'efficacite de la radiation de 125I par l'exploitation des rayons X caracteristiques de la capsule. Une source amelioree faite de molybdene et d'yttrium est donnee en exemple. Elle procure une radiation de 5--7% plus efficace, ce qui surclasse les deux sources existantes. Les applications ne se limitent pas au traitement de la prostate; le traitement du melanome oculaire et la curietherapie endovasculaire pourraient en beneficier.

"ON ALGEBRAIC DECODING OF Q-ARY REED-MULLER AND PRODUCT REED-SOLOMON CODES"

DOE Office of Scientific and Technical Information (OSTI.GOV)

SANTHI, NANDAKISHORE

We consider a list decoding algorithm recently proposed by Pellikaan-Wu for q-ary Reed-Muller codes RM{sub q}({ell}, m, n) of length n {le} q{sup m} when {ell} {le} q. A simple and easily accessible correctness proof is given which shows that this algorithm achieves a relative error-correction radius of {tau} {le} (1-{radical}{ell}q{sup m-1}/n). This is an improvement over the proof using one-point Algebraic-Geometric decoding method given in. The described algorithm can be adapted to decode product Reed-Solomon codes. We then propose a new low complexity recursive aJgebraic decoding algorithm for product Reed-Solomon codes and Reed-Muller codes. This algorithm achieves a relativemore » error correction radius of {tau} {le} {Pi}{sub i=1}{sup m} (1 - {radical}k{sub i}/q). This algorithm is then proved to outperform the Pellikaan-Wu algorithm in both complexity and error correction radius over a wide range of code rates.« less

La dysplasie fibreuse: état des lieux

PubMed Central

Akasbi, Nessrine; Abourazzak, Fatima Ezzahra; Talbi, Sofia; Tahiri, Latifa; Harzy, Taoufik

2015-01-01

La dysplasie fibreuse des os est une affection osseuse bénigne congénitale mais non héréditaire, où l'os normal est remplacé par un tissu fibreux renfermant une ostéogenèse immature. Elle est due à une mutation du gène GNAS 1sur le chromosome 20q13, une mutation activatrice de la sous-unité α de la protéine G. C'est une pathologie qui est le plus souvent silencieuse, de découverte fortuite sur une radiographie standard ou révélée par une douleur osseuse ou une fracture pathologique. L'imagerie et l'histologie, quand elle est nécessaire, permettent d’établir le diagnostic. Bien qu'il ne s'agisse pas d'une tumeur, elle est souvent classée dans la catégorie des tumeurs osseuses bénignes pour des raisons de diagnostic différentiel radiographique et anatomopathologique. Elle peut être monostotique ou polyostotique. L'approche thérapeutique est essentiellement symptomatique. Quelques publications récentes ont suggéré l'intérêt majeur d'un bisphosphonate, en particulier le pamidronate, qui diminuerait les douleurs et stimulerait une reminéralisation progressive des zones ostéolytiques chez les patients traités. D'autres traitements tels que la thérapie ciblée sont en cours d’évaluation. PMID:26401215

Techniques of Flow Visualization

DTIC Science & Technology

1987-12-01

fussent-ils "classiques". Elle inclut nombre d’exemples sans lesquels elle ne saurait etre complete, c’est pourquoi je remercie tous les auteurs et...two fluids is the same and not zero. The velocity u at this interface is u( y =h) oil air dx 3y (2.11 where x is the streamwise coordinate in the...plane of the wall, y is the coordinate nor- mal to the wall, h is the oil film thickness, ^i viscosity, and p pressure. Since the ra- tio VI^J^J./UQ

Ill Posed Problems: Numerical and Statistical Methods for Mildly, Moderately and Severely Ill Posed Problems with Noisy Data.

DTIC Science & Technology

1980-02-01

to estimate f -..ell, -noderately ,-ell, or- poorly. 1 ’The sansitivity *of a rec-ilarized estimate of f to the noise is made explicit. After giving the...AD-A 7 .SA92 925 WISCONSIN UN! V-MADISON DEFT OF STATISTICS F /S 11,’ 1 ILL POSED PRORLEMS: NUMERICAL ANn STATISTICAL METHODS FOR MILOL-ETC(U FEB 80 a...estimate f given z. We first define the 1 intrinsic rank of the problem where jK(tit) f (t)dt is known exactly. This 0 definition is used to provide insight

Annual Technical Report to the Office of Naval Research.

DTIC Science & Technology

1981-11-01

7 A A1 208 MICHIGAN TECHNOLOGICAL UNI V HOUGHTON DEP T OF MFTALLU--ETC IG 11/6 ANNUAL TECHNICAL REPORT TO THE OFFICE OF NAVAL RESEARCH(U) NOV 81 D...A KOSS N00014-76-C-0037 UNCLASSIFIED NLmhEIIIIIIEIIII ElllllEllEllEE ANNUAL TECHNICAL REPORT TO THE OFFICE OF NAVAL RESEARCH CONTRACT No, N00014-76-C... the Office of Naval Research through Contract No. N00014-76-C-0037, NR 031-756. 22 References 1. K. Okazaki, M. Kagawa, and H. Conrad, Acta. Met. 27

An l1-TV algorithm for deconvolution with salt and pepper noise

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wohlberg, Brendt; Rodriguez, Paul

2008-01-01

There has recently been considerable interest in applying Total Variation with an {ell}{sup 1} data fidelity term to the denoising of images subject to salt and pepper noise, but the extension of this formulation to more general problems, such as deconvolution, has received little attention, most probably because most efficient algorithms for {ell}{sup 1}-TV denoising can not handle more general inverse problems. We apply the Iteratively Reweighted Norm algorithm to this problem, and compare performance with an alternative algorithm based on the Mumford-Shah functional.

High internal inductance for steady-state operation in ITER and a reactor

DOE PAGES

Ferron, John R.; Holcomb, Christopher T.; Luce, Timothy C.; ...

2015-06-26

Increased confinement and ideal stability limits at relatively high values of the internal inductance (more » $${{\\ell}_{i}}$$ ) have enabled an attractive scenario for steady-state tokamak operation to be demonstrated in DIII-D. Normalized plasma pressure in the range appropriate for a reactor has been achieved in high elongation and triangularity double-null divertor discharges with $${{\\beta}_{\\text{N}}}\\approx 5$$ at $${{\\ell}_{i}}\\approx 1.3$$ , near the ideal $n=1$ kink stability limit calculated without the effect of a stabilizing vacuum vessel wall, with the ideal-wall limit still higher at $${{\\beta}_{\\text{N}}}>5.5$$ . Confinement is above the H-mode level with $${{H}_{98\\left(\\text{y},2\\right)}}\\approx 1.8$$ . At $${{q}_{95}}\\approx 7.5$$ , the current is overdriven, with bootstrap current fraction $${{f}_{\\text{BS}}}\\approx 0.8$$ , noninductive current fraction $${{f}_{\\text{NI}}}>1$$ and negative surface voltage. For ITER (which has a single-null divertor shape), operation at $${{\\ell}_{i}}\\approx 1$$ is a promising option with $${{f}_{\\text{BS}}}\\approx 0.5$$ and the remaining current driven externally near the axis where the electron cyclotron current drive efficiency is high. This scenario has been tested in the ITER shape in DIII-D at $${{q}_{95}}=4.8$$ , so far reaching $${{f}_{\\text{NI}}}=0.7$$ and $${{f}_{\\text{BS}}}=0.4$$ at $${{\\beta}_{\\text{N}}}\\approx 3.5$$ with performance appropriate for the ITER Q=5 mission, $${{H}_{89}}{{\\beta}_{\\text{N}}}/q_{95}^{2}\\approx 0.3$$ . Modeling studies explored how increased current drive power for DIII-D could be applied to maintain a stationary, fully noninductive high $${{\\ell}_{i}}$$ discharge. Lastly, stable solutions in the double-null shape are found without the vacuum vessel wall at $${{\\beta}_{\\text{N}}}=4$$ , $${{\\ell}_{i}}=1.07$$ and $${{f}_{\\text{BS}}}=0.5$$ , and at $${{\\beta}_{\\text{N}}}=5$$ with the vacuum vessel wall.« less

Trunk Muscle Performance and Work-Related Musculoskeletal Disorders among Manual Lifting with Back Belt Wearing Workers.

PubMed

Kurustien, Nopporn; Mekhora, Keerin; Jalayondeja, Wattana; Nanthavanij, Suebsak

2015-06-01

to determine the effects ofback belt use on trunk muscle performance and the association between those performance outcomes with Work-Related Musculoskeletal Disorders (WMSDs). All manual lifting workers in one grocery distribution, warehouse center were interviewed about the history of illness, back injury, WMSDs, lifting manner and experience of back belt use. They were assessedfor trunk muscles performance including the flexion (F), the extension (E) and the right and left side bridge (RSB and LSB) endurance test and Exercise Level of Lumbar Stabilization test (ELLS). Pearson s correlation and Spearman's rank correlation statistics were used to determine the association. One hundred and seven males, aged 18 to 42 years participated in the study. Most participants had ELLS at levels 2 (31.1%) and 3 (30.2%). The mean F, E, RSB and LSB endurance times were 62.33, 88.62, 77.17 and 77.33 seconds, respectively. The greatest area of WMSDs was the lower back (53.33%). Significant correlations were found between the ELLS and RSB (r = 0.244, p = 0.012) and between the ELLS and LSB (r = 0.199, p = 0.041). Significant correlations were found between pain scale of backpain and ELLS (r = -0.299, p = 0.016). Significant correlations were found between the number of WMSD areas and trunkflexion endurance (r = -0.263, p = 0.007), right trunk endurance (r,= -0.195, p = 0.044), left trunk endurance (r = -0.325, p = 0.001) and endurance ratio of RSB/LSB (r(s) = 0.224, p = 0.022). Furthermore, most participants (84.1%) had imbalanced endurance of RSB/LSB. Duration andfrequency ofback belt use did not correlate with any trunk muscle performance. This may have been because few participants did not wear belts (10.1%) or wore belts sometimes (26.6%). Low correlation was found between back belt use and WMSDs. To prevent back injury, the lifting workers should be trained to balance their trunk muscles endurance, especially right and left trunk muscles and to stabilize their lower back

Early Mathematics Achievement Trajectories: English-Language Learner and Native English-Speaker Estimates, Using the Early Childhood Longitudinal Survey

PubMed Central

Roberts, Greg; Bryant, Diane

2012-01-01

This study used data from the Early Childhood Longitudinal Survey, Kindergarten Class of 1998 –1999, to (a) estimate mathematics achievement trends through 5th grade in the population of students who are English-language proficient by the end of kindergarten, (b) compare trends across primary language groups within this English-language proficient group, (c) evaluate the effect of low socioeconomic status (SES) for English-language proficient students and within different primary language groups, and (d) estimate language-group trends in specific mathematics skill areas. The group of English-language proficient English-language learners (ELLs) was disaggregated into native Spanish speakers and native speakers of Asian languages, the 2 most prevalent groups of ELLs in the United States. Results of multilevel latent variable growth modeling suggest that primary language may be less salient than SES in explaining the mathematics achievement of English-language proficient ELLs. The study also found that mathematics-related school readiness is a key factor in explaining subsequent achievement differences and that the readiness gap is prevalent across the range of mathematics-related skills. PMID:21574702

Measurements of inclusive W and Z cross sections in pp collisions at sqrt {s} = 7 TeV

NASA Astrophysics Data System (ADS)

Khachatryan, V.; Sirunyan, A. M.; Tumasyan, A.; Adam, W.; Bergauer, T.; Dragicevic, M.; Erö, J.; Fabjan, C.; Friedl, M.; Frühwirth, R.; Hammer, V. M.; Hammer, J.; Hänsel, S.; Hartl, C.; Hoch, M.; Hörmann, N.; Hrubec, J.; Jeitler, M.; Kasieczka, G.; Kiesenhofer, W.; Krammer, M.; Liko, D.; Mikulec, I.; Pernicka, M.; Rohringer, H.; Schöfbeck, R.; Strauss, J.; Taurok, A.; Teischinger, F.; Waltenberger, W.; Walzel, G.; Widl, E.; Wulz, C.-E.; Mossolov, V.; Shumeiko, N.; Suarez Gonzalez, J.; Benucci, L.; Ceard, L.; Cerny, K.; De Wolf, E. A.; Janssen, X.; Maes, T.; Mucibello, L.; Ochesanu, S.; Roland, B.; Rougny, R.; Selvaggi, M.; Van Haevermaet, H.; Van Mechelen, P.; Van Remortel, N.; Adler, V.; Beauceron, S.; Blekman, F.; Blyweert, S.; D'Hondt, J.; Devroede, O.; Kalogeropoulos, A.; Maes, J.; Maes, M.; Tavernier, S.; Van Doninck, W.; Van Mulders, P.; Van Onsem, G. P.; Villella, I.; Charaf, O.; Clerbaux, B.; De Lentdecker, G.; Dero, V.; Gay, A. P. R.; Hammad, G. H.; Hreus, T.; Marage, P. E.; Thomas, L.; Vander Velde, C.; Vanlaer, P.; Wickens, J.; Costantini, S.; Grunewald, M.; Klein, B.; Marinov, A.; Ryckbosch, D.; Thyssen, F.; Tytgat, M.; Vanelderen, L.; Verwilligen, P.; Walsh, S.; Zaganidis, N.; Basegmez, S.; Bruno, G.; Caudron, J.; De Favereau De Jeneret, J.; Delaere, C.; Demin, P.; Favart, D.; Giammanco, A.; Grégoire, G.; Hollar, J.; Lemaitre, V.; Liao, J.; Militaru, O.; Ovyn, S.; Pagano, D.; Pin, A.; Piotrzkowski, K.; Quertenmont, L.; Schul, N.; Beliy, N.; Caebergs, T.; Daubie, E.; Alves, G. A.; De Jesus Damiao, D.; Pol, M. E.; Souza, M. H. G.; Carvalho, W.; Da Costa, E. M.; De Oliveira Martins, C.; De Souza, S. Fonseca; Mundim, L.; Nogima, H.; Oguri, V.; Da Silva, W. L. Prado; Santoro, A.; Silva Do Amaral, S. M.; Sznajder, A.; Torres Da Silva De Araujo, F.; Dias, F. A.; Dias, M. A. F.; Fernandez Perez Tomei, T. R.; Gregores, E. M.; Marinho, F.; Novaes, S. F.; Padula, S. S.; Darmenov, N.; Dimitrov, L.; Genchev, V.; Iaydjiev, P.; Piperov, S.; Rodozov, M.; Stoykova, S.; Sultanov, G.; Tcholakov, V.; Trayanov, R.; Vankov, I.; Dyulendarova, M.; Hadjiiska, R.; Kozhuharov, V.; Litov, L.; Marinova, E.; Mateev, M.; Pavlov, B.; Petkov, P.; Bian, J. G.; Chen, G. M.; Chen, H. S.; Jiang, C. H.; Liang, D.; Liang, S.; Wang, J.; Wang, J.; Wang, X.; Wang, Z.; Yang, M.; Zang, J.; Zhang, Z.; Ban, Y.; Guo, S.; Li, W.; Mao, Y.; Qian, S. J.; Teng, H.; Zhu, B.; Cabrera, A.; Gomez Moreno, B.; Ocampo Rios, A. A.; Osorio Oliveros, A. F.; Sanabria, J. C.; Godinovic, N.; Lelas, D.; Lelas, K.; Plestina, R.; Polic, D.; Puljak, I.; Antunovic, Z.; Dzelalija, M.; Brigljevic, V.; Duric, S.; Kadija, K.; Morovic, S.; Attikis, A.; Fereos, R.; Galanti, M.; Mousa, J.; Nicolaou, C.; Ptochos, F.; Razis, P. A.; Rykaczewski, H.; Assran, Y.; Mahmoud, M. A.; Hektor, A.; Kadastik, M.; Kannike, K.; Müntel, M.; Raidal, M.; Rebane, L.; Azzolini, V.; Eerola, P.; Czellar, S.; Härkönen, J.; Heikkinen, A.; Karimäki, V.; Kinnunen, R.; Klem, J.; Kortelainen, M. J.; Lampén, T.; Lassila-Perini, K.; Lehti, S.; Lindén, T.; Luukka, P.; Mäenpää, T.; Tuominen, E.; Tuominiemi, J.; Tuovinen, E.; Ungaro, D.; Wendland, L.; Banzuzi, K.; Korpela, A.; Tuuva, T.; Sillou, D.; Besancon, M.; Dejardin, M.; Denegri, D.; Fabbro, B.; Faure, J. L.; Ferri, F.; Ganjour, S.; Gentit, F. X.; Givernaud, A.; Gras, P.; de Monchenault, G. Hamel; Jarry, P.; Locci, E.; Malcles, J.; Marionneau, M.; Millischer, L.; Rander, J.; Rosowsky, A.; Shreyber, I.; Titov, M.; Verrecchia, P.; Baffioni, S.; Beaudette, F.; Bianchini, L.; Bluj, M.; Broutin, C.; Busson, P.; Charlot, C.; Dobrzynski, L.; de Cassagnac, R. Granier; Haguenauer, M.; Miné, P.; Mironov, C.; Ochando, C.; Paganini, P.; Sabes, S. Porteboeuf, D.; Salerno, R.; Sirois, Y.; Thiebaux, C.; Wyslouch, B.; Zabi, A.; Agram, J.-L.; Andrea, J.; Besson, A.; Bloch, D.; Bodin, D.; Brom, J.-M.; Cardaci, M.; Chabert, E. C.; Collard, C.; Conte, E.; Drouhin, F.; Ferro, C.; Fontaine, J.-C.; Gelé, D.; Goerlach, U.; Greder, S.; Juillot, P.; Karim, M.; Le Bihan, A.-C.; Mikami, Y.; Van Hove, P.; Fassi, F.; Mercier, D.; Baty, C.; Beaupere, N.; Bedjidian, M.; Bondu, O.; Boudoul, G.; Boumediene, D.; Brun, H.; Chanon, N.; Chierici, R.; Contardo, D.; Depasse, P.; El Mamouni, H.; Falkiewicz, A.; Fay, J.; Gascon, S.; Ille, B.; Kurca, T.; Le Grand, T.; Lethuillier, M.; Mirabito, L.; Perries, S.; Sordini, V.; Tosi, S.; Tschudi, Y.; Verdier, P.; Xiao, H.; Roinishvili, V.; Anagnostou, G.; Edelhoff, M.; Feld, L.; Heracleous, N.; Hindrichs, O.; Jussen, R.; Klein, K.; Merz, J.; Mohr, N.; Ostapchuk, A.; Perieanu, A.; Raupach, F.; Sammet, J.; Schael, S.; Sprenger, D.; Weber, H.; Weber, M.; Wittmer, B.; Ata, M.; Bender, W.; Erdmann, M.; Frangenheim, J.; Hebbeker, T.; Hinzmann, A.; Hoepfner, K.; Hof, C.; Klimkovich, T.; Klingebiel, D.; Kreuzer, P.; Lanske, D.; Magass, C.; Masetti, G.; Merschmeyer, M.; Meyer, A.; Papacz, P.; Pieta, H.; Reithler, H.; Schmitz, S. A.; Sonnenschein, L.; Steggemann, J.; Teyssier, D.; Bontenackels, M.; Davids, M.; Duda, M.; Flügge, G.; Geenen, H.; Giffels, M.; Haj Ahmad, W.; Heydhausen, D.; Kress, T.; Kuessel, Y.; Linn, A.; Nowack, A.; Perchalla, L.; Pooth, O.; Rennefeld, J.; Sauerland, P.; Stahl, A.; Thomas, M.; Tornier, D.; Zoeller, M. H.; Aldaya Martin, M.; Behrenhoff, W.; Behrens, U.; Bergholz, M.; Borras, K.; Cakir, A.; Campbell, A.; Castro, E.; Dammann, D.; Eckerlin, G.; Eckstein, D.; Flossdorf, A.; Flucke, G.; Geiser, A.; Glushkov, I.; Hauk, J.; Jung, H.; Kasemann, M.; Katkov, I.; Katsas, P.; Kleinwort, C.; Kluge, H.; Knutsson, A.; Krücker, D.; Kuznetsova, E.; Lange, W.; Lohmann, W.; Mankel, R.; Marienfeld, M.; Melzer-Pellmann, I.-A.; Meyer, A. B.; Mnich, J.; Mussgiller, A.; Olzem, J.; Parenti, A.; Raspereza, A.; Raval, A.; Schmidt, R.; Schoerner-Sadenius, T.; Sen, N.; Stein, M.; Tomaszewska, J.; Volyanskyy, D.; Walsh, R.; Wissing, C.; Autermann, C.; Bobrovskyi, S.; Draeger, J.; Enderle, H.; Gebbert, U.; Kaschube, K.; Kaussen, G.; Klanner, R.; Mura, B.; Naumann-Emme, S.; Nowak, F.; Pietsch, N.; Sander, C.; Schettler, H.; Schleper, P.; Schröder, M.; Schum, T.; Schwandt, J.; Srivastava, A. K.; Stadie, H.; Steinbrück, G.; Thomsen, J.; Wolf, R.; Bauer, J.; Buege, V.; Chwalek, T.; De Boer, W.; Dierlamm, A.; Dirkes, G.; Feindt, M.; Gruschke, J.; Hackstein, C.; Hartmann, F.; Heindl, S. M.; Heinrich, M.; Held, H.; Hoffmann, K. H.; Honc, S.; Kuhr, T.; Martschei, D.; Mueller, S.; Müller, Th.; Niegel, M.; Oberst, O.; Oehler, A.; Ott, J.; Peiffer, T.; Piparo, D.; Quast, G.; Rabbertz, K.; Ratnikov, F.; Renz, M.; Saout, C.; Scheurer, A.; Schieferdecker, P.; Schilling, F.-P.; Schott, G.; Simonis, H. J.; Stober, F. 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J.; Seez, C.; Sharp, P.; Sparrow, A.; Tapper, A.; Tourneur, S.; Vazquez Acosta, M.; Virdee, T.; Wakefield, S.; Wardrope, D.; Whyntie, T.; Barrett, M.; Chadwick, M.; Cole, J. E.; Hobson, P. R.; Khan, A.; Kyberd, P.; Leslie, D.; Martin, W.; Reid, I. D.; Teodorescu, L.; Hatakeyama, K.; Bose, T.; Carrera Jarrin, E.; Clough, A.; Fantasia, C.; Heister, A.; John, J. St.; Lawson, P.; Lazic, D.; Rohlf, J.; Sperka, D.; Sulak, L.; Avetisyan, A.; Bhattacharya, S.; Chou, J. P.; Cutts, D.; Esen, S.; Ferapontov, A.; Heintz, U.; Jabeen, S.; Kukartsev, G.; Landsberg, G.; Narain, M.; Nguyen, D.; Segala, M.; Speer, T.; Tsang, K. V.; Borgia, M. A.; Breedon, R.; De La Barca Sanchez, M. Calderon; Cebra, D.; Chauhan, S.; Chertok, M.; Conway, J.; Cox, P. T.; Dolen, J.; Erbacher, R.; Friis, E.; Ko, W.; Kopecky, A.; Lander, R.; Liu, H.; Maruyama, S.; Miceli, T.; Nikolic, M.; Pellett, D.; Robles, J.; Schwarz, T.; Searle, M.; Smith, J.; Squires, M.; Tripathi, M.; Vasquez Sierra, R.; Veelken, C.; Andreev, V.; Arisaka, K.; Cline, D.; Cousins, R.; Deisher, A.; Duris, J.; Erhan, S.; Farrell, C.; Hauser, J.; Ignatenko, M.; Jarvis, C.; Plager, C.; Rakness, G.; Schlein, P.; Tucker, J.; Valuev, V.; Babb, J.; Clare, R.; Ellison, J.; Gary, J. W.; Giordano, F.; Hanson, G.; Jeng, G. Y.; Kao, S. C.; Liu, F.; Liu, H.; Luthra, A.; Nguyen, H.; Pasztor, G.; Satpathy, A.; Shen, B. C.; Stringer, R.; Sturdy, J.; Sumowidagdo, S.; Wilken, R.; Wimpenny, S.; Andrews, W.; Branson, J. 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T.; Heyburn, B.; Luiggi Lopez, E.; Nauenberg, U.; Smith, J. G.; Stenson, K.; Ulmer, K. A.; Wagner, S. R.; Zang, S. L.; Agostino, L.; Alexander, J.; Chatterjee, A.; Das, S.; Eggert, N.; Fields, L. J.; Gibbons, L. K.; Heltsley, B.; Hopkins, W.; Khukhunaishvili, A.; Kreis, B.; Kuznetsov, V.; Nicolas Kaufman, G.; Patterson, J. R.; Puigh, D.; Riley, D.; Ryd, A.; Shi, X.; Sun, W.; Teo, W. D.; Thom, J.; Thompson, J.; Vaughan, J.; Weng, Y.; Winstrom, L.; Wittich, P.; Biselli, A.; Cirino, G.; Winn, D.; Abdullin, S.; Albrow, M.; Anderson, J.; Apollinari, G.; Atac, M.; Bakken, J. A.; Banerjee, S.; Bauerdick, L. A. T.; Beretvas, A.; Berryhill, J.; Bhat, P. C.; Bloch, I.; Borcherding, F.; Burkett, K.; Butler, J. N.; Chetluru, V.; Cheung, H. W. K.; Chlebana, F.; Cihangir, S.; Demarteau, M.; Eartly, D. P.; Elvira, V. D.; Fisk, I.; Freeman, J.; Gao, Y.; Gottschalk, E.; Green, D.; Gunthoti, K.; Gutsche, O.; Hahn, A.; Hanlon, J.; Harris, R. M.; Hirschauer, J.; Hooberman, B.; James, E.; Jensen, H.; Johnson, M.; Joshi, U.; Khatiwada, R.; Kilminster, B.; Klima, B.; Kousouris, K.; Kunori, S.; Kwan, S.; Limon, P.; Lipton, R.; Lykken, J.; Maeshima, K.; Marraffino, J. M.; Mason, D.; McBride, P.; McCauley, T.; Miao, T.; Mishra, K.; Mrenna, S.; Musienko, Y.; Newman-Holmes, C.; O'Dell, V.; Popescu, S.; Pordes, R.; Prokofyev, O.; Saoulidou, N.; Sexton-Kennedy, E.; Sharma, S.; Soha, A.; Spalding, W. J.; Spiegel, L.; Tan, P.; Taylor, L.; Tkaczyk, S.; Uplegger, L.; Vaandering, E. W.; Vidal, R.; Whitmore, J.; Wu, W.; Yang, F.; Yumiceva, F.; Yun, J. C.; Acosta, D.; Avery, P.; Bourilkov, D.; Chen, M.; Di Giovanni, G. P.; Dobur, D.; Drozdetskiy, A.; Field, R. D.; Fisher, M.; Fu, Y.; Furic, I. K.; Gartner, J.; Goldberg, S.; Kim, B.; Klimenko, S.; Konigsberg, J.; Korytov, A.; Kropivnitskaya, A.; Kypreos, T.; Matchev, K.; Mitselmakher, G.; Muniz, L.; Pakhotin, Y.; Prescott, C.; Remington, R.; Schmitt, M.; Scurlock, B.; Sellers, P.; Skhirtladze, N.; Wang, D.; Yelton, J.; Zakaria, M.; Ceron, C.; Gaultney, V.; Kramer, L.; Lebolo, L. M.; Linn, S.; Markowitz, P.; Martinez, G.; Rodriguez, J. L.; Adams, T.; Askew, A.; Bandurin, D.; Bochenek, J.; Chen, J.; Diamond, B.; Gleyzer, S. V.; Haas, J.; Hagopian, S.; Hagopian, V.; Jenkins, M.; Johnson, K. F.; Prosper, H.; Sekmen, S.; Veeraraghavan, V.; Baarmand, M. M.; Dorney, B.; Guragain, S.; Hohlmann, M.; Kaakhety, H.; Ralich, R.; Vodopiyanov, I.; Adams, M. R.; Anghel, I. M.; Apanasevich, L.; Bai, Y.; Bazterra, V. E.; Betts, R. R.; Callner, J.; Cavanaugh, R.; Dragoiu, C.; Garcia-Solis, E. J.; Gerber, C. E.; Hofman, D. J.; Khalatyan, S.; Lacroix, F.; O'Brien, C.; Silvestre, C.; Smoron, A.; Strom, D.; Varelas, N.; Akgun, U.; Albayrak, E. A.; Bilki, B.; Cankocak, K.; Clarida, W.; Duru, F.; Lae, C. K.; McCliment, E.; Merlo, J.-P.; Mermerkaya, H.; Mestvirishvili, A.; Moeller, A.; Nachtman, J.; Newsom, C. R.; Norbeck, E.; Olson, J.; Onel, Y.; Ozok, F.; Sen, S.; Wetzel, J.; Yetkin, T.; Yi, K.; Barnett, B. A.; Blumenfeld, B.; Bonato, A.; Eskew, C.; Fehling, D.; Giurgiu, G.; Gritsan, A. V.; Guo, Z. J.; Hu, G.; Maksimovic, P.; Rappoccio, S.; Swartz, M.; Tran, N. V.; Whitbeck, A.; Baringer, P.; Bean, A.; Benelli, G.; Grachov, O.; Murray, M.; Noonan, D.; Radicci, V.; Sanders, S.; Wood, J. S.; Zhukova, V.; Bolton, T.; Chakaberia, I.; Ivanov, A.; Makouski, M.; Maravin, Y.; Shrestha, S.; Svintradze, I.; Wan, Z.; Gronberg, J.; Lange, D.; Wright, D.; Baden, A.; Boutemeur, M.; Eno, S. C.; Ferencek, D.; Gomez, J. A.; Hadley, N. J.; Kellogg, R. G.; Kirn, M.; Lu, Y.; Mignerey, A. C.; Rossato, K.; Rumerio, P.; Santanastasio, F.; Skuja, A.; Temple, J.; Tonjes, M. B.; Tonwar, S. C.; Twedt, E.; Alver, B.; Bauer, G.; Bendavid, J.; Busza, W.; Butz, E.; Cali, I. A.; Chan, M.; Dutta, V.; Everaerts, P.; Gomez Ceballos, G.; Goncharov, M.; Hahn, K. A.; Harris, P.; Kim, Y.; Klute, M.; Lee, Y.-J.; Li, W.; Loizides, C.; Luckey, P. D.; Ma, T.; Nahn, S.; Paus, C.; Roland, C.; Roland, G.; Rudolph, M.; Stephans, G. S. F.; Sumorok, K.; Sung, K.; Wenger, E. A.; Xie, S.; Yang, M.; Yilmaz, Y.; Yoon, A. S.; Zanetti, M.; Cole, P.; Cooper, S. I.; Cushman, P.; Dahmes, B.; De Benedetti, A.; Dudero, P. R.; Franzoni, G.; Haupt, J.; Klapoetke, K.; Kubota, Y.; Mans, J.; Rekovic, V.; Rusack, R.; Sasseville, M.; Singovsky, A.; Cremaldi, L. M.; Godang, R.; Kroeger, R.; Perera, L.; Rahmat, R.; Sanders, D. A.; Summers, D.; Bloom, K.; Bose, S.; Butt, J.; Claes, D. R.; Dominguez, A.; Eads, M.; Keller, J.; Kelly, T.; Kravchenko, I.; Lazo-Flores, J.; Lundstedt, C.; Malbouisson, H.; Malik, S.; Snow, G. R.; Baur, U.; Godshalk, A.; Iashvili, I.; Kharchilava, A.; Kumar, A.; Smith, K.; Alverson, G.; Barberis, E.; Baumgartel, D.; Boeriu, O.; Chasco, M.; Kaadze, K.; Reucroft, S.; Swain, J.; Wood, D.; Zhang, J.; Anastassov, A.; Kubik, A.; Odell, N.; Ofierzynski, R. A.; Pollack, B.; Pozdnyakov, A.; Schmitt, M.; Stoynev, S.; Velasco, M.; Won, S.; Antonelli, L.; Berry, D.; Hildreth, M.; Jessop, C.; Karmgard, D. J.; Kolb, J.; Kolberg, T.; Lannon, K.; Luo, W.; Lynch, S.; Marinelli, N.; Morse, D. M.; Pearson, T.; Ruchti, R.; Slaunwhite, J.; Valls, N.; Warchol, J.; Wayne, M.; Ziegler, J.; Bylsma, B.; Durkin, L. S.; Gu, J.; Hill, C.; Killewald, P.; Kotov, K.; Ling, T. Y.; Rodenburg, M.; Williams, G.; Adam, N.; Berry, E.; Elmer, P.; Gerbaudo, D.; Halyo, V.; Hebda, P.; Hunt, A.; Jones, J.; Laird, E.; Lopes Pegna, D.; Marlow, D.; Medvedeva, T.; Mooney, M.; Olsen, J.; Piroué, P.; Quan, X.; Saka, H.; Stickland, D.; Tully, C.; Werner, J. S.; Zuranski, A.; Acosta, J. G.; Huang, X. T.; Lopez, A.; Mendez, H.; Oliveros, S.; Ramirez Vargas, J. E.; Zatserklyaniy, A.; Alagoz, E.; Barnes, V. E.; Bolla, G.; Borrello, L.; Bortoletto, D.; Everett, A.; Garfinkel, A. F.; Gecse, Z.; Gutay, L.; Jones, M.; Koybasi, O.; Laasanen, A. T.; Leonardo, N.; Liu, C.; Maroussov, V.; Merkel, P.; Miller, D. H.; Neumeister, N.; Potamianos, K.; Shipsey, I.; Silvers, D.; Svyatkovskiy, A.; Yoo, H. D.; Zablocki, J.; Zheng, Y.; Jindal, P.; Parashar, N.; Boulahouache, C.; Cuplov, V.; Ecklund, K. M.; Geurts, F. J. M.; Liu, J. H.; Morales, J.; Padley, B. P.; Redjimi, R.; Roberts, J.; Zabel, J.; Betchart, B.; Bodek, A.; Chung, Y. S.; de Barbaro, P.; Demina, R.; Eshaq, Y.; Flacher, H.; Garcia-Bellido, A.; Goldenzweig, P.; Gotra, Y.; Han, J.; Harel, A.; Miner, D. C.; Orbaker, D.; Petrillo, G.; Vishnevskiy, D.; Zielinski, M.; Bhatti, A.; Demortier, L.; Goulianos, K.; Lungu, G.; Mesropian, C.; Yan, M.; Atramentov, O.; Barker, A.; Duggan, D.; Gershtein, Y.; Gray, R.; Halkiadakis, E.; Hidas, D.; Hits, D.; Lath, A.; Panwalkar, S.; Patel, R.; Richards, A.; Rose, K.; Schnetzer, S.; Somalwar, S.; Stone, R.; Thomas, S.; Cerizza, G.; Hollingsworth, M.; Spanier, S.; Yang, Z. C.; York, A.; Asaadi, J.; Eusebi, R.; Gilmore, J.; Gurrola, A.; Kamon, T.; Khotilovich, V.; Montalvo, R.; Nguyen, C. N.; Pivarski, J.; Safonov, A.; Sengupta, S.; Tatarinov, A.; Toback, D.; Weinberger, M.; Akchurin, N.; Bardak, C.; Damgov, J.; Jeong, C.; Kovitanggoon, K.; Lee, S. W.; Mane, P.; Roh, Y.; Sill, A.; Volobouev, I.; Wigmans, R.; Yazgan, E.; Appelt, E.; Brownson, E.; Engh, D.; Florez, C.; Gabella, W.; Johns, W.; Kurt, P.; Maguire, C.; Mel, A.; Sheldon, P.; Velkovska, J.; Arenton, M. W.; Balazs, M.; Boutle, S.; Buehler, M.; Conetti, S.; Cox, B.; Francis, B.; Hirosky, R.; Ledovskoy, A.; Lin, C.; Neu, C.; Yohay, R.; Gollapinni, S.; Harr, R.; Karchin, P. E.; Mattson, M.; Milstène, C.; Sakharov, A.; Anderson, M.; Bachtis, M.; Bellinger, J. N.; Carlsmith, D.; Dasu, S.; Efron, J.; Gray, L.; Grogg, K. S.; Grothe, M.; Hall-Wilton, R.; Herndon, M.; Klabbers, P.; Klukas, J.; Lanaro, A.; Lazaridis, C.; Leonard, J.; Lomidze, D.; Loveless, R.; Mohapatra, A.; Parker, W.; Reeder, D.; Ross, I.; Savin, A.; Smith, W. H.; Swanson, J.; Weinberg, M.

2011-01-01

Measurements of inclusive W and Z boson production cross sections in pp collisions at sqrt {s} = 7 TeV are presented, based on 2 .9 pb-1 of data recorded by the CMS detector at the LHC. The measurements, performed in the electron and muon decay channels, are combined to give σ left( {{text{pp}} to {text{W}}X} right) × mathcal{B}left( {{text{W}} to ell ν } right) = 9.95± 0.07left( {{text{stat}}{.}} right)± 0.28left( {{text{syst}}{.}} right)± 1.09 (lumi.) nb and σ left( {{text{pp}} to {text{Z}}X} right) × mathcal{B}left( {Z to {ell+ }{ell- }} right) = 0.931± 0.026left( {{text{stat}}{.}} right)± 0.023left( {{text{syst}}{.}} right)± 0.102 (lumi.) nb, where ℓ stands for either e or μ. Theoretical predictions, calculated at the next-to-next-to-leading order in QCD using recent parton distribution functions, are in agreement with the measured cross sections. Ratios of cross sections, which incur an experimental systematic uncertainty of less than 4%, are also reported.

Measurement of the weak mixing angle using the forward-backward asymmetry of Drell-Yan events in pp collisions at 8 TeV

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sirunyan, Albert M; et al.

A measurement is presented of the effective leptonic weak mixing angle (more » $$\\sin^2\\theta^{\\ell}_{\\text{eff}}$$) using the forward-backward asymmetry of Drell-Yan lepton pairs ($$\\mu\\mu$$ and ee) produced in proton-proton collisions at $$\\sqrt{s}=$$ 8 TeV at the CMS experiment of the LHC. The data correspond to integrated luminosities of 18.8 and 19.6 fb$$^{-1}$$ in the dimuon and dielectron channels, respectively, containing 8.2 million dimuon and 4.9 million dielectron events. With more events and new analysis techniques, including constraints obtained on the parton distribution functions from the measured forward-backward asymmetry, the statistical and systematic uncertainties are significantly reduced relative to previous CMS measurements. The extracted value of $$\\sin^2\\theta^{\\ell}_{\\text{eff}}$$ from the combined dilepton data is $$\\sin^2\\theta^{\\ell}_{\\text{eff}}=$$0.23101 $$\\pm$$ 0.00036 (stat) $$\\pm$$ 0.00018 (syst) $$\\pm$$ 0.00016 (theo) $$\\pm$$ 0.00031 (parton distributions in proton) =0.23101 $$\\pm$$ 0.00053.« less

Source splitting via the point source method

NASA Astrophysics Data System (ADS)

Potthast, Roland; Fazi, Filippo M.; Nelson, Philip A.

2010-04-01

We introduce a new algorithm for source identification and field splitting based on the point source method (Potthast 1998 A point-source method for inverse acoustic and electromagnetic obstacle scattering problems IMA J. Appl. Math. 61 119-40, Potthast R 1996 A fast new method to solve inverse scattering problems Inverse Problems 12 731-42). The task is to separate the sound fields uj, j = 1, ..., n of n \\in \\mathbb {N} sound sources supported in different bounded domains G1, ..., Gn in \\mathbb {R}^3 from measurements of the field on some microphone array—mathematically speaking from the knowledge of the sum of the fields u = u1 + sdotsdotsdot + un on some open subset Λ of a plane. The main idea of the scheme is to calculate filter functions g_1, \\ldots, g_n, n\\in \\mathbb {N} , to construct uell for ell = 1, ..., n from u|Λ in the form u_{\\ell }(x) = \\int _{\\Lambda } g_{\\ell,x}(y) u(y) {\\,\\rm d}s(y), \\qquad \\ell =1,\\ldots, n. We will provide the complete mathematical theory for the field splitting via the point source method. In particular, we describe uniqueness, solvability of the problem and convergence and stability of the algorithm. In the second part we describe the practical realization of the splitting for real data measurements carried out at the Institute for Sound and Vibration Research at Southampton, UK. A practical demonstration of the original recording and the splitting results for real data is available online.

The Impact of Misspelled Words on Automated Computer Scoring: A Case Study of Scientific Explanations

NASA Astrophysics Data System (ADS)

Ha, Minsu; Nehm, Ross H.

2016-06-01

Automated computerized scoring systems (ACSSs) are being increasingly used to analyze text in many educational settings. Nevertheless, the impact of misspelled words (MSW) on scoring accuracy remains to be investigated in many domains, particularly jargon-rich disciplines such as the life sciences. Empirical studies confirm that MSW are a pervasive feature of human-generated text and that despite improvements, spell-check and auto-replace programs continue to be characterized by significant errors. Our study explored four research questions relating to MSW and text-based computer assessments: (1) Do English language learners (ELLs) produce equivalent magnitudes and types of spelling errors as non-ELLs? (2) To what degree do MSW impact concept-specific computer scoring rules? (3) What impact do MSW have on computer scoring accuracy? and (4) Are MSW more likely to impact false-positive or false-negative feedback to students? We found that although ELLs produced twice as many MSW as non-ELLs, MSW were relatively uncommon in our corpora. The MSW in the corpora were found to be important features of the computer scoring models. Although MSW did not significantly or meaningfully impact computer scoring efficacy across nine different computer scoring models, MSW had a greater impact on the scoring algorithms for naïve ideas than key concepts. Linguistic and concept redundancy in student responses explains the weak connection between MSW and scoring accuracy. Lastly, we found that MSW tend to have a greater impact on false-positive feedback. We discuss the implications of these findings for the development of next-generation science assessments.

[Telemedicine correlation in retinopathy of prematurity between experts and non-expert observers].

PubMed

Ossandón, D; Zanolli, M; López, J P; Stevenson, R; Agurto, R; Cartes, C

2015-01-01

To study the correlation between expert and non-expert observers in the reporting images for the diagnosis of retinopathy of prematurity (ROP) in a telemedicine setting. A cross-sectional, multicenter study, consisting of 25 sets of images of patients screened for ROP. They were evaluated by two experts in ROP and 1 non-expert and classified according to telemedicine classification, zone, stage, plus disease and Ells referral criteria. The telemedicine classification was: no ROP, mild ROP, type 2 ROP, or ROP that requires treatment. Ells referral criteria is defined as the presence at least one of the following: ROP in zone I, Stage 3 in zone I or II, or plus+ For statistical analysis, SPSS 16.0 was used. For correlation, Kappa value was performed. There was a high correlation between observers for the assessment of ROP stage (0.75; 0.54-0.88) plus disease (0.85; 0.71-0.92), and Ells criteria (0.89; 0.83-1.0). However, inter-observer values were low for zone (0.41; 0.27-0.54) and telemedicine classification (0.43; 0.33-0.6). When evaluating telemedicine images by examiners with different levels of expertise in ROP, the Ells criteria gave the best correlation. In addition, stage of disease and plus disease have good correlation among observers. In contrast, the correlation between observers was low for zone and telemedicine classification. Copyright © 2014 Sociedad Española de Oftalmología. Published by Elsevier España, S.L.U. All rights reserved.

Magnetically modified bioсells in constant magnetic field

NASA Astrophysics Data System (ADS)

Abramov, E. G.; Panina, L. K.; Kolikov, V. A.; Bogomolova, E. V.; Snetov, V. N.; Cherepkova, I. A.; Kiselev, A. A.

2017-02-01

Paper addresses the inverse problem in determining the area, where the external constant magnetic field captures the biological cells modified by the magnetic nanoparticles. Zero velocity isolines, in area where the modified cells are captured by the magnetic field were determined by numerical method for two locations of the magnet. The problem was solved taking into account the gravitational field, magnetic induction, density of medium, concentration and size of cells, and size and magnetization of nanoparticles attached to the cell. Increase in the number of the nanoparticles attached to the cell and decrease in the cell' size, enlarges the area, where the modified cells are captured and concentrated by the magnet. Solution is confirmed by the visible pattern formation of the modified cells Saccharomyces cerevisiae.

Engine Fluid Leakage Detection: A Feasibility Study

DTIC Science & Technology

2011-07-01

2011 © Sa Majesté la Reine (en droit du Canada), telle que représentée par le ministre de la Défense nationale, 2011 DRDC Atlantic TM 2011-050 i... de détecter tout problème possible lié à la sécurité ou aux performances des moteurs à turbine à gaz d’aéronefs. Le signalement immédiat d’une fuite...carburant ou d’huile moteur nuisent non seulement aux performances d’un moteur, mais elles représentent également une menace réelle pour la sécurité de

Structures spatiales localisées dans un oscillateur paramétrique optique (OPO)

NASA Astrophysics Data System (ADS)

Coulibaly, S.; Durniak, C.; Taki, M.

2004-11-01

La prise en compte du caractère non uniforme du pompage optique dans l'étude linéaire et faiblement non linéaire d'un OPO dégénéré (DOPO) a permis de mettre en évidence la discrétisation du seuil et l'existence de structures spatiales localisées de type Hermite-Gauss. L'évolution spatio-temporelle du signal en sortie est quant à elle gouvernée par l'équation de Ginzburg-Landau réelle dont les coefficients dépendent des variables d'espace.

New 2D dilaton gravity for nonsingular black holes

NASA Astrophysics Data System (ADS)

Kunstatter, Gabor; Maeda, Hideki; Taves, Tim

2016-05-01

We construct a two-dimensional action that is an extension of spherically symmetric Einstein-Lanczos-Lovelock (ELL) gravity. The action contains arbitrary functions of the areal radius and the norm squared of its gradient, but the field equations are second order and obey Birkhoff’s theorem. In complete analogy with spherically symmetric ELL gravity, the field equations admit the generalized Misner-Sharp mass as the first integral that determines the form of the vacuum solution. The arbitrary functions in the action allow for vacuum solutions that describe a larger class of interesting nonsingular black hole spacetimes than previously available.

The effects of using diagramming as a representational technique on high school students' achievement in solving math word problems

NASA Astrophysics Data System (ADS)

Banerjee, Banmali

Methods and procedures for successfully solving math word problems have been, and continue to be a mystery to many U.S. high school students. Previous studies suggest that the contextual and mathematical understanding of a word problem, along with the development of schemas and their related external representations, positively contribute to students' accomplishments when solving word problems. Some studies have examined the effects of diagramming on students' abilities to solve word problems that only involved basic arithmetic operations. Other studies have investigated how instructional models that used technology influenced students' problem solving achievements. Still other studies have used schema-based instruction involving students with learning disabilities. No study has evaluated regular high school students' achievements in solving standard math word problems using a diagramming technique without technological aid. This study evaluated students' achievement in solving math word problems using a diagramming technique. Using a quasi-experimental experimental pretest-posttest research design, quantitative data were collected from 172 grade 11 Hispanic English language learners (ELLS) and African American learners whose first language is English (EFLLs) in 18 classes at an inner city high school in Northern New Jersey. There were 88 control and 84 experimental students. The pretest and posttest of each participating student and samples of the experimental students' class assignments provided the qualitative data for the study. The data from this study exhibited that the diagramming method of solving math word problems significantly improved student achievement in the experimental group (p<.01) compared to the control group. The study demonstrated that urban, high school, ELLs benefited from instruction that placed emphasis on the mathematical vocabulary and symbols used in word problems and that both ELLs and EFLLs improved their problem solving success

Mode de révélation particulier d'une tumeur brune chez une patiente hémodialysée chronique

PubMed Central

El Harraqui, Ryme; Karimi, Ilham; Chemlal, Abdeljalil; Ismaili, Fatiha Alaoui; Haddiya, Intissar

2014-01-01

Les tumeurs brunes constituent une complication rare mais sévère de la dialyse, le plus souvent asymptomatique. Nous rapportons le cas d'une patiente dont le mode de révélation de la tumeur brune fut atypique. Observation médicale: Madame F. est une patiente hémodialysée chronique depuis 14 ans suite à une néphropathie indéterminée. Sur le plan phosphocalcique, elle présente une ostéoporose depuis plus de 10 ans, ainsi qu'une hyperparathyroïdie secondaire. A la date du 24 octobre 2013, elle rapporte qu'elle a constaté la présence d'une petite « bosse » pariétale, apparue de façon spontanée la veille, sans notion de traumatisme. A l'examen clinique, nous trouvons une petite tuméfaction de 2cm de diamètre environs, de consistance dure, indolore, mobile par rapport au cuir chevelu. L’échographie a conclu à un lipome. Le lendemain matin, la patiente entre dans un état de coma profond. Le scanner cérébral a révélé la présence d'un hématome extradural associé à un hématome superficiel extra-crânien en regard d'une lyse de l'os pariétal, qui est en fait une tumeur brune. La patiente est transférée en réanimation où elle décède dans la journée. PMID:25422698

Highly efficient enantioselective liquid–liquid extraction of 1,2-amino-alcohols using SPINOL based phosphoric acid hosts† †Electronic supplementary information (ESI) available: Experimental data regarding the synthesis the hosts as well as procedures and raw data and for ELLE experiments. See DOI: 10.1039/c7sc02783d Click here for additional data file.

PubMed Central

Pinxterhuis, Erik B.; Gualtierotti, Jean-Baptiste; Heeres, Hero J.

2017-01-01

Access to enantiopure compounds on large scale in an environmentally friendly and cost-efficient manner remains one of the greatest challenges in chemistry. Resolution of racemates using enantioselective liquid–liquid extraction has great potential to meet that challenge. However, a relatively feeble understanding of the chemical principles and physical properties behind this technique has hampered the development of hosts possessing sufficient resolving power for their application to large scale processes. Herein we present, employing the previously untested SPINOL based phosphoric acids host family, an in depths study of the parameters affecting the efficiency of the resolution of amino-alcohols in the optic of further understanding the core principles behind ELLE. We have systematically investigated the dependencies of the enantioselection by parameters such as the choice of solvent, the temperature, as well as the pH and bring to light many previously unsuspected and highly intriguing interactions. Furthermore, utilizing these new insights to our advantage, we developed novel, highly efficient, extraction and resolving protocols which provide remarkable levels of enantioselectivity. It was shown that the extraction is catalytic in host by demonstrating transport in a U-tube and finally it was demonstrated how the solvent dependency could be exploited in an unprecedented triphasic resolution system. PMID:28989671

Foreign-born Peers and Academic Performance.

PubMed

Conger, Dylan

2015-04-01

The academic performance of foreign-born youth in the United States is well studied, yet little is known about whether and how foreign-born students influence their classmates. In this article, I develop a set of expectations regarding the potential consequences of immigrant integration across schools, with a distinction between the effects of sharing schools with immigrants who are designated as English language learners (ELL) and those who are not. I then use administrative data on multiple cohorts of Florida public high school students to estimate the effect of immigrant shares on immigrant and native-born students' academic performance. The identification strategy pays careful attention to the selection problem by estimating the effect of foreign-born peers from deviations in the share foreign-born across cohorts of students attending the same school in different years. The assumption underlying this approach is that students choose schools based on the composition of the entire school, not on the composition of each entering cohort. The results of the analysis, which hold under several robustness checks, indicate that foreign-born peers (both those who are ELL and those who are non-ELL) have no effect on their high school classmates' academic performance.

A measurement of B0 meson properties using partially reconstructed B0 to D*- pi+ and B0 tp D*- lepton+ nu-lepton decays with the BABAR detector

DOE Office of Scientific and Technical Information (OSTI.GOV)

Barrera, Barbara

The two B{sup 0} decay processes B{sup 0} {yields} D*{sup -} {pi}{sup +} and B{sup 0} {yields} D*{sup -} {ell}{sup +} {nu}{sub {ell}} have been studied by means of a partial reconstruction technique using a data sample collected with the BABAR detector at the PEP-II storage ring. To increase statistics, only the soft {pi}{sup -} from the decay D*{sup -} {yields} {pi}{sup -} D{sup 0} was used in association with either an oppositely-charged high-momentum pion or lepton. Events were then identified by exploiting the constraints from the simple kinematics of {Upsilon}(4S) decays. A clear signature is obtained in each case.more » The position of the B{sup 0} decay point was obtained from the reconstructed {pi}{sup +} ({ell}{sup +}){pi}{sup -} vertex. The position of the other {bar B}{sup 0} in the event was also determined. Taking advantage of the boost given to the {Upsilon}(4S) system by the asymmetric beam energies of PEP-II, the lifetime of the B{sup 0} meson has been measured from the separation distance between the two vertices along the beam direction.« less

Sensory processing and corollary discharge effects in posterior caudal lobe Purkinje cells in a weakly electric mormyrid fish.

PubMed

Alviña, Karina; Sawtell, Nathaniel B

2014-07-15

Although it has been suggested that the cerebellum functions to predict the sensory consequences of motor commands, how such predictions are implemented in cerebellar circuitry remains largely unknown. A detailed and relatively complete account of predictive mechanisms has emerged from studies of cerebellum-like sensory structures in fish, suggesting that comparisons of the cerebellum and cerebellum-like structures may be useful. Here we characterize electrophysiological response properties of Purkinje cells in a region of the cerebellum proper of weakly electric mormyrid fish, the posterior caudal lobe (LCp), which receives the same mossy fiber inputs and projects to the same target structures as the electrosensory lobe (ELL), a well-studied cerebellum-like structure. We describe patterns of simple spike and climbing fiber activation in LCp Purkinje cells in response to motor corollary discharge, electrosensory, and proprioceptive inputs and provide evidence for two functionally distinct Purkinje cell subtypes within LCp. Protocols that induce rapid associative plasticity in ELL fail to induce plasticity in LCp, suggesting differences in the adaptive functions of the two structures. Similarities and differences between LCp and ELL are discussed in light of these results. Copyright © 2014 the American Physiological Society.

Les nanostructures pour créer de la couleur, un art inspiré par la nature

NASA Astrophysics Data System (ADS)

Ball, Philip

2018-02-01

Les reflets changeants des plumes de la queue du paon ont captivé plus d'un esprit curieux. Le scientifique anglais Robert Hooke les qualifiait en 1665 de « surnaturelles » en constatant que, mouillées, elles perdaient leurs couleurs. À l'aide du microscope inventé depuis peu, il observa ces plumes, et découvrit qu'elles étaient couvertes de stries - qu'il suspecta d'être à l'origine des couleurs. Aujourd'hui, la recherche tente de s'inspirer de ces phénomènes : des applications « bio-inspirées » sont en voie de concrétisation. ARRAY(0x29ad218)

Driving missing data at the LHC: NNLO predictions for the ratio of γ + j and Z + j

DOE Office of Scientific and Technical Information (OSTI.GOV)

Campbell, John M.; Ellis, R. Keith; Williams, Ciaran

In this paper we present a calculation of themore » $$\\gamma+j$$ process at next-to-next-to-leading order (NNLO) in QCD and compare the resulting predictions to 8 TeV CMS data. We find good agreement with the shape of the photon $$p_T$$ spectrum, particularly after the inclusion of additional electroweak corrections, but there is a tension between the overall normalization of the theoretical prediction and the measurement. We use our results to compute the ratio of $$Z(\\to \\ell^+\\ell^-)+j$$ to $$\\gamma+j$$ events as a function of the vector boson transverse momentum at NNLO, a quantity that is used to normalize $$Z(\\rightarrow\

Image restoration by minimizing zero norm of wavelet frame coefficients

NASA Astrophysics Data System (ADS)

Bao, Chenglong; Dong, Bin; Hou, Likun; Shen, Zuowei; Zhang, Xiaoqun; Zhang, Xue

2016-11-01

In this paper, we propose two algorithms, namely the extrapolated proximal iterative hard thresholding (EPIHT) algorithm and the EPIHT algorithm with line-search, for solving the {{\\ell }}0-norm regularized wavelet frame balanced approach for image restoration. Under the theoretical framework of Kurdyka-Łojasiewicz property, we show that the sequences generated by the two algorithms converge to a local minimizer with linear convergence rate. Moreover, extensive numerical experiments on sparse signal reconstruction and wavelet frame based image restoration problems including CT reconstruction, image deblur, demonstrate the improvement of {{\\ell }}0-norm based regularization models over some prevailing ones, as well as the computational efficiency of the proposed algorithms.

Ce que peut la sociologie.

PubMed

Lahire, Bernard

2017-08-01

When it is relational, processual, and it articulates the incorporated dispositions of the actors and the contexts of their actions, sociology "desevidentialize," denaturalize, desubstantialize, and historicize the social world by contributing to do away with spontaneous representations that distort the reality of things. Besides, when sociology studies the social at the level of the individuals and individual actions, it destroys the fictions (juridical and philosophical) of the isolated individuals, enclosed on himself, free and fully conscious of everything. By producing images of the real state of the social world, sociology fully participates in the democratic life of our societies and should, therefore, be at the heart of the formation of citizens. Lorsqu'elle est relationnelle, processuelle, et qu'elle articule les dispositions incorporées des acteurs et les contextes de leurs actions, la sociologie 'désévidentialise', dénaturalise, désubstantialise et historicise le monde social en contribuant à chasser les représentations spontanées qui déforment la réalité des choses. Lorsque, par ailleurs, elle étudie le social à l'échelle des individus et des actions individuelles, elle détruit les fictions (juridique comme philosophique) de l'individu isolé, enfermé sur lui-même, libre et pleinement conscient de tout. Produisant des images un tant soit peu précises et justes de l'état réel du monde social, la sociologie participe pleinement à la vie démocratique de nos sociétés et devrait, pour cette raison, être au cœur de la formation des citoyens. © 2017 Canadian Sociological Association/La Société canadienne de sociologie.

78 FR 28000 - Entergy Louisiana, LLC and Entergy Operations, Inc.; Waterford Stream Electric Station, Unit No...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-13

... Regulation satisfactory documentary evidence that New ELL has obtained the appropriate amount of insurance..., see the initial application dated September 27, 2012 (Agencywide Documents Access and Management...

`Does it answer the question or is it French fries?': an exploration of language supports for scientific argumentation

NASA Astrophysics Data System (ADS)

González-Howard, María; McNeill, Katherine L.; Marco-Bujosa, Lisa M.; Proctor, C. Patrick

2017-03-01

Reform initiatives around the world are reconceptualising science education by stressing student engagement in science practices. Yet, science practices are language-intensive, requiring students to have strong receptive and productive language proficiencies. It is critical to address these rigorous language demands to ensure equitable learning opportunities for all students, including English language learners (ELLs). Little research has examined how to specifically support ELL students' engagement in science practices, such as argumentation. Using case-study methodology, we examined one middle school science teacher's instructional strategies as she taught an argumentation-focused curriculum in a self-contained ELL classroom. Findings revealed that three trends characterized the teacher's language supports for the structural and dialogic components of argumentation: (1) more language supports focused on argument structure, (2) dialogic interactions were most often facilitated by productive language supports, and (3) some language supports offered a rationale for argumentation. Findings suggest a need to identify and develop supports for the dialogic aspects of argumentation. Furthermore, engaging students in argumentation through productive language functions could be leveraged to support dialogic interactions. Lastly, our work points to the need for language supports that make the rationale for argumentation explicit since such transparency could further increase access for all students.

The integration of lexical, syntactic, and discourse features in bilingual adolescents' writing: an exploratory approach.

PubMed

Danzak, Robin L

2011-10-01

The purpose of this study was to assess the bilingual writing of adolescent English language learners (ELLs) using quantitative tools. Linguistic measures were applied to the participants' writing at the lexical, syntactic, and discourse levels, with the goal of comparing outcomes at each of these levels across languages (Spanish/English) and genres (expository/narrative). Twenty Spanish-speaking ELLs, ages 11-14 years, each produced 8 expository and narrative autobiographical texts. Texts were coded and scored for lexical sophistication, syntactic complexity, and overall text quality. Scores were analyzed using Friedman's 2-way analysis of variance by ranks (Siegel & Castellan, 1988); resulting ranks were compared across languages and genre topics. The text topic impacted rank differences at all levels. Performance at the three levels was similar across languages, indicating that participants were emerging writers in both Spanish and English. The impact of genre was generally inconsequential at all levels. Similar results across languages implied the potential transfer of writing skills. Overall, students appeared to apply a knowledge-telling strategy to writing rather than strategically planning, composing, and revising their writing. Finally, outcomes highlighted the synergistic relationships among linguistic levels in text composition, indicating a need to address the interaction of vocabulary, morphosyntax, and text-level structures in the instruction and assessment of ELL writing.

Probing the Higgs Couplings to Photons in h→4l at the LHC

DOE PAGES

Chen, Yi; Harnik, Roni; Vega-Morales, Roberto

2014-11-01

We explore the sensitivity of the Higgs decay to four leptons, the so-called golden channel, to higher dimensional loop-induced couplings of the Higgs boson tomore » $ZZ$, $$Z\\gamma$$, and $$\\gamma\\gamma$$, allowing for general CP mixtures. The larger standard model tree level coupling $$hZ^\\mu Z_\\mu$$ is the dominant "background" for the loop induced couplings. However this large background interferes with the smaller loop induced couplings, enhancing the sensitivity. We perform a maximum likelihood analysis based on analytic expressions of the fully differential decay width for $$h\\to 4\\ell$$ ($$4\\ell \\equiv 2e2\\mu, 4e, 4\\mu$$) including all interference effects. We find that the spectral shapes induced by Higgs couplings to photons are particularly different than the $$hZ^\\mu Z_\\mu$$ background leading to enhanced sensitivity to these couplings. We show that even if the $$h\\to\\gamma\\gamma$$ and $$h\\to 4\\ell$$ rates agree with that predicted by the Standard Model, the golden channel has the potential to probe both the CP nature as well as the overall sign of the Higgs coupling to photons well before the end of high-luminosity LHC running ($$\\sim$$3 ab$$^{-1}$$).« less

"Miss, How do you Write Hipotesis?" Learning to Teach Science to English Language Learners While Navigating Affordances and Constraints: A Longitudinal Multiple Case Study

NASA Astrophysics Data System (ADS)

Ortega, Irasema

Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELL students). As these teachers learn to become effective practitioners, the circumstances surrounding them merit a thorough examination. This study examines the longitudinal changes in Pedagogical Content Knowledge (PCK) and practices of six early career science teachers who taught in urban schools. The teachers participated in the Alternative Support for Induction Science Teachers (ASIST) program during their initial two years of teaching. Our research team followed the participants over a five-year period. This study focuses on data from Years 1, 3, and 5. The data collected included classroom observations and interviews. In addition, classroom artifacts were collected periodically for the purpose of triangulation. The analysis of the data revealed that with the support of the ASIST program, the teachers implemented inquiry lessons and utilized instructional materials that promoted academic language skills and science competencies among their ELL students. Conversely, standardized testing, teaching assignment, and school culture played a role in constraining the implementation of inquiry-based practices. The results of this study call for collaborative efforts among university science educators and school administrators to provide professional development opportunities and support for the implementation of inquiry and language practices among early career science teachers of ELL students.

Improving Science and Literacy Learning for English Language Learners: Evidence from a Pre-service Teacher Preparation Intervention

NASA Astrophysics Data System (ADS)

Shaw, Jerome M.; Lyon, Edward G.; Stoddart, Trish; Mosqueda, Eduardo; Menon, Preetha

2014-08-01

This paper present findings from a pre-service teacher development project that prepared novice teachers to promote English language and literacy development with inquiry-based science through a modified elementary science methods course and professional development for cooperating teachers. To study the project's impact on student learning, we administered a pre and post assessment to students (N = 191) of nine first year elementary teachers (grades 3 through 6) who experienced the intervention and who taught a common science unit. Preliminary results indicate that (1) student learning improved across all categories (science concepts, writing, and vocabulary)—although the effect varied by category, and (2) English Language Learner (ELL) learning gains were on par with non-ELLs, with differences across proficiency levels for vocabulary gain scores. These results warrant further analyses to understand the extent to which the intervention improved teacher practice and student learning. This study confirms the findings of previous research that the integration of science language and literacy practices can improve ELL achievement in science concepts, writing and vocabulary. In addition, the study indicates that it is possible to begin to link the practices taught in pre-service teacher preparation to novice teacher practice and student learning outcomes.

Multi-normed spaces based on non-discrete measures and their tensor products

NASA Astrophysics Data System (ADS)

Helemskii, A. Ya.

2018-04-01

Lambert discovered a new type of structures situated, in a sense, between normed spaces and abstract operator spaces. His definition was based on the notion of amplifying a normed space by means of the spaces \\ell_2^n. Later, several mathematicians studied more general structures (`p-multi- normed spaces') introduced by means of the spaces \\ell_p^n, 1≤ p≤∞. We pass from \\ell_p to L_p(X,μ) with an arbitrary measure. This becomes possible in the framework of the non- coordinate approach to the notion of amplification. In the case of a discrete counting measure, this approach is equivalent to the approach in the papers mentioned. Two categories arise. One consists of amplifications by means of an arbitrary normed space, and the other consists of p-convex amplifications by means of L_p(X,μ). Each of them has its own tensor product of objects (the existence of each product is proved by a separate explicit construction). As a final result, we show that the `p-convex' tensor product has an especially transparent form for the minimal L_p-amplifications of L_q-spaces, where q is conjugate to p. Namely, tensoring L_q(Y,ν) and L_q(Z,λ), we obtain L_q(Y× Z, ν×λ).

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)…

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…

Commission on Teacher Credentialing Approves 8 ELL-Related Credential Options

ERIC Educational Resources Information Center

Frost, Jeff; Cadiero-Kaplan, Karen; Kuhlman, Natalie

2011-01-01

On September 30, 2010, the California Commission on Teacher Credentialing (CTC) voted unanimously to approve a set of eight recommendations for authorization to teach English language learners. These recommendations approved by the CTC had been in development for almost two years and they focused on several issues, including: (1) a specific focus…

3. Historic American Buildings Survey George Eisenman, Photographer Summer 1967 ...

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

3. Historic American Buildings Survey George Eisenman, Photographer Summer 1967 DETAIL, WINDOWS OF BRICK ELL - Adams-Mason House, 1072 Thomas Jefferson Street Northwest, Washington, District of Columbia, DC

6. Historic American Buildings Survey George Eisenman, Photographer Summer 1967 ...

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

6. Historic American Buildings Survey George Eisenman, Photographer Summer 1967 BASEMENT: FIREPLACE SUPPORT ARCH, WEST WALL, UNDER BRICK ELL - Adams-Mason House, 1072 Thomas Jefferson Street Northwest, Washington, District of Columbia, DC

Problems in Relating Soil to Site Index For Southern Hardwoods

Treesearch

W. M. Broadfoot

1969-01-01

Various soil-site characters were correlated with height growth of Liquidambar styraciflua L., Quercus falcata var. pagodaefolia Ell., Q. nigra L., Q. phellos L., Q. nutallii Palmer, Fraxinus pennsylvanica Marsh., and Populus...

Entérite lupique récidivante améliorée par Azathioprine

PubMed Central

Marzouk, Sameh; Garbaa, Saida; Cherif, Yosra; Jallouli, Moez; Bahri, Fathi; Bahloul, Zouhir

2015-01-01

Les manifestations gastro-intestinales observées au cours du lupus érythémateux systémique sont fréquentes et peuvent intéresser n'importe quel segment du tractus digestif. L'entérite lupique constitue l'une des manifestations responsable de douleurs abdominales. Son traitement est basé essentiellement sur les corticoïdes. Le recours aux immunosuppresseurs est réservé aux formes récidivantes ou en cas d’échec des corticoïdes. Nous rapportons une nouvelle observation d'entérite lupique récidivante améliorée par azathioprine. Il s'agissait d'une femme âgée de 30 ans chez laquelle le diagnostic du lupus a été retenu en 2004. Un an après, elle a présenté des douleurs abdominales, des vomissements et des diarrhées. Les explorations ont conclu à une entérite lupique après élimination de toute autre cause notamment infectieuse. Elle a été traitée par des corticoïdes à forte dose. Cependant à chaque tentative de dégression, elle présentait la même symptomatologie. En 2010 l'azathioprine a été associé permettant de juguler la maladie et de diminuer la corticothérapie. PMID:26113946

Classroom Instruction that Works with English Language Learners Participant's Workbook

ERIC Educational Resources Information Center

Hill, Jane D.; Bjork, Cynthia Linnea

2008-01-01

Everyone who participates in your workshop on "Classroom Instruction That Works with English Language Learners" needs this participant's workbook to gain expertise in strategies that are effective with ELL (English Language Learners) students.

3. View east, showing side (west) elevation of main block ...

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

3. View east, showing side (west) elevation of main block and ell. Granite ledge visible to near side of main block. - Conner Homestead, House, Epping Road (State Route 101), Exeter, Rockingham County, NH

Search for a Higgs boson decaying into $$\\gamma^*\\gamma\\to\\ell\\ell\\gamma$$ with low dilepton mass in pp collisions at $$\\sqrt{s} =$$ 8 TeV

DOE PAGES

Khachatryan, Vardan

2015-12-17

Our search is described for a Higgs boson decaying into two photons, one of which has an internal conversion to a muon or an electron pair (ℓℓγ). The analysis is performed using proton–proton collision data recorded with the CMS detector at the LHC at a centre-of-mass energy of 8 TeV, corresponding to an integrated luminosity of 19.7 fb -1. The events selected have an opposite-sign muon or electron pair and a high transverse momentum photon. No excess above background has been found in the three-body invariant mass range 120 < mℓℓγ < 150 GeV, and limits have been derived formore » the Higgs boson production cross section times branching fraction for the decay H → γ*γ → ℓℓγ, where the dilepton invariant mass is less than 20 GeV. A Higgs boson with mH=125 GeV has a 95% confidence level (CL) exclusion observed (expected) limit is 6.7 (5.9 +2.8 -1.8 ) times the standard model prediction. Additionally, an upper limit at 95% CL on the branching fraction of H → (J/ψ)γ for the 125 GeV Higgs boson is set at 1.5 × 10 -3.« less

Studies of the hadronic mass spectrum from semileptonic decays of B mesons

NASA Astrophysics Data System (ADS)

Roberts, Scott Eric

1997-09-01

This dissertation describes a study of inclusive semileptonic decays of B mesons: B/to Xc/ell/nu and B/to Xu/ell/nu. Here, Xc is a hadronic system containing a charm quark, and Xu is a hadronic system not containing one. The term 'inclusive' indicates summation over all possible hadronic systems Xc and Xu. The study used B/bar B pairs produced in e+e/sp- annihilations at the Υ(4S) resonance, data collected with the CLEO-II detector at the Cornell Electron Storage Ring. A direct measurement of the momentum of the charged leptons (e and /mu), and an inferred measurement of the neutrino's momentum in events, makes possible an approximate calculation of MX2, the mass- squared of the hadronic system X. From this distribution we find, for b/to c/ell/nu decays with a lepton above 1.5 GeV/c,/eqalign[/langle M/it X2-/bar m/it D2/rangle& = 0.286/pm0.023/pm 0.080/ GeV2/cr <(M/it X2-/bar m/it D2)2/rangle& =0.911/pm0.066/pm0.309/ GeV4./cr]These measurements imply values for the Heavy Quark Effective Theory parameters, ¯Lambda and λ1, of/eqalign[/bar/Lambda& =0.351/pm0.019/pm0.088/pm0.037/ GeV/cr λ1& =[-]0.152/pm0.014/pm0.063/pm0.026/ GeV2./cr] By fitting the approximate MX2 distribution in events with leptons of momenta greater than 2.0 GeV/c, we find [/cal B](b/to u/ell/nu)(2.0[-]2.7/ [ GeV/c]) = (1.12/pm0.20/pm0.34)×10-3,which implies a value of 0.069/pm0.006/pm0.011/pm0.027 for the ratio of CKM matrix elements /vert[Vub/over Vcb]/vert.

L’expression verbale de la douleur chez l’enfant : Comparaison intermodale entre sensation de douleur et manipulation tactile

PubMed Central

Bienvenu, Margaux; Jacquet, Denis; Michelutti, Marjolaine; Wood, Chantal

2011-01-01

HISTORIQUE: La présente étude se situe dans le contexte de l’expression verbale de la douleur chez l’enfant. Elle porte plus particulièrement sur la dimension qualitative de la sensation de douleur. OBJECTIF: Nous cherchons à repérer les particularités de l’expression verbale relativement à l’aspect qualitatif de la douleur. MÉTHODOLOGIE: La recherche a été menée auprès de 60 patients de quatre à 18 ans ressentant de la douleur, rencontrés dans un hôpital universitaire pédiatrique. Elle confirme en premier lieu l’origine des descripteurs sensoriels de la douleur, qui renvoient aux expériences perceptives passées de l’enfant, non nécessairement liées à la douleur. Ces expériences sont qualifiées de prototypiques, dans la mesure où, bien qu’elles soient liées à des contextes de vie variés, le type de rapport au monde qu’elles provoquent ne varie pas. RÉSULTATS: Dans ce cadre, le pincement, le tiraillement, le tapement, l’écrasement et l’appuiement, le picotement et le serrement constituent chacune des expériences sensorielles et motrices particulières dont la structure de base ne varie pas d’un contexte à l’autre. En second lieu, les résultats obtenus montrent que dès quatre ans, l’enfant est en mesure de comparer, puis de reconnaître une analogie entre une expérience exclusivement tactile et sa sensation de douleur. CONCLUSION: Ces résultats mettent en lumière le rôle primordial du raisonnement analogique dans l’expression verbale de la douleur, ce qui amène à affirmer que le niveau de développement cognitif de l’enfant n’est pas une variable a priori déterminante lorsqu’il s’agit de qualifier sa douleur. PMID:21766069

The Impact of Baryonic Physics on the Kinetic Sunyaev–Zel’dovich Effect

NASA Astrophysics Data System (ADS)

Park, Hyunbae; Alvarez, Marcelo A.; Bond, J. Richard

2018-02-01

Poorly understood “baryonic physics” impacts our ability to predict the power spectrum of the kinetic Sunyaev–Zel’dovich (kSZ) effect. We study this in a sample high-resolution simulation of galaxy formation and feedback, Illustris. The high resolution of Illustris allows us to probe the kSZ power spectrum on multipoles {\\ell }={10}3{--}3× {10}4. Strong AGN feedback in Illustris nearly wipes out gas fluctuations at k≳ 1 h {Mpc}}-1 and at late times, likely somewhat underpredicting the kSZ power generated at z≲ 1. The post-reionization kSZ power spectrum for Illustris is well-fit by {{ \\mathcal D }}{\\ell }z< 6=1.38{[{\\ell }/3000]}0.21 μ {{{K}}}2 over 3000≲ {\\ell } ≲ 10,000, somewhat lower than most other reported values but consistent with the analysis of Shaw et al. Our analysis of the bias of free electrons reveals subtle effects associated with the multi-phase gas physics and stellar fractions that affect even linear scales. In particular, there are fewer electrons in biased galaxies, due to gas-cooling and star formation, and this leads to an electron bias of less than one, even at low wavenumbers. The combination of bias and electron fraction that determines the overall suppression is relatively constant, {f}e2{b}e02∼ 0.7, but more simulations are needed to see if this is Illustris-specific. By separating the kSZ power into different terms, we find that at least 6% (10%) of the signal at ℓ = 3000 (10,000) comes from non-Gaussian connected four-point density and velocity correlations, {< δ vδ v> }c, even without correcting for the Illustris simulation box-size. A challenge going forward will be accurately modeling long-wave velocity modes simultaneously with Illustris-like high resolution to capture the complexities of galaxy formation and its correlations with large-scale flows.

7. Historic American Buildings Survey, August, 1966 EXTERIOR STAIR TO ...

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

7. Historic American Buildings Survey, August, 1966 EXTERIOR STAIR TO SECOND FLOOR, SHOWING PASSAGE BETWEEN MAIN BLOCK AND REAR ELL. - Andrews-Taylor House, State Route 43, Farm Road 2862 Vicinity, Karnack, Harrison County, TX

Learning to write in science: A study of English language learners' writing experience in sixth-grade science classrooms

NASA Astrophysics Data System (ADS)

Qi, Yang

Writing is a predictor of academic achievement and is essential for student success in content area learning. Despite its importance, many students, including English language learners (ELLs), struggle with writing. There is thus a need to study students' writing experience in content area classrooms. Informed by systemic functional linguistics, this study examined 11 ELL students' writing experience in two sixth grade science classrooms in a southeastern state of the United States, including what they wrote, how they wrote, and why they wrote in the way they did. The written products produced by these students over one semester were collected. Also collected were teacher interviews, field notes from classroom observations, and classroom artifacts. Student writing samples were first categorized into extended and nonextended writing categories, and each extended essay was then analyzed with respect to its schematic structure and grammatical features. Teacher interviews and classroom observation notes were analyzed thematically to identify teacher expectations, beliefs, and practices regarding writing instruction for ELLs. It was found that the sixth-grade ELLs engaged in mostly non-extended writing in the science classroom, with extended writing (defined as writing a paragraph or longer) constituting roughly 11% of all writing assignments. Linguistic analysis of extended writing shows that the students (a) conveyed information through nouns, verbs, adjectives, adverbial groups and prepositional phrases; (b) constructed interpersonal context through choices of mood, modality, and verb tense; and (c) structured text through thematic choices and conjunctions. The appropriateness of these lexicogrammatical choices for particular writing tasks was related to the students' English language proficiency levels. The linguistic analysis also uncovered several grammatical problems in the students' writing, including a limited range of word choices, inappropriate use of mood