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  1. ELLs' Perceptions of Reading

    ERIC Educational Resources Information Center

    Howard, Rachael M.

    2012-01-01

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

  2. ELL to Go

    ERIC Educational Resources Information Center

    Demski, Jennifer

    2011-01-01

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

  3. ELL Spoken Here

    ERIC Educational Resources Information Center

    Starkman, Neal

    2008-01-01

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

  4. Mediated Learning Experiences for ELLs

    ERIC Educational Resources Information Center

    Montgomery, Joel R.

    2008-01-01

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

  5. Sheltered Instruction Techniques for ELLs

    ERIC Educational Resources Information Center

    Pray, Lisa; Monhardt, Rebecca

    2009-01-01

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

  6. 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…

  7. 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…

  8. Best Practices for Adolescent ELLs

    ERIC Educational Resources Information Center

    Rance-Roney, Judith

    2009-01-01

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

  9. 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…

  10. New Talk about ELL Students

    ERIC Educational Resources Information Center

    Lee, Stacey J.

    2012-01-01

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

  11. Teaching Photosynthesis with ELL Students

    ERIC Educational Resources Information Center

    Piper, Susan; Shaw, Edward Lewis, Jr.

    2010-01-01

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

  12. Informed Additive Literacy Instruction for ELLs

    ERIC Educational Resources Information Center

    Bauer, Eurydice Bouchereau

    2009-01-01

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

  13. Science: A Second Language for ELL Students

    ERIC Educational Resources Information Center

    Nabors, Martha L.; Edwards, Linda Carol

    2011-01-01

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

  14. 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…

  15. 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…

  16. 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…

  17. 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;…

  18. Mentoring for Success: Accommodation Strategies for ELLs

    ERIC Educational Resources Information Center

    Munro, Jill; Abbott, Marilyn; Rossiter, Marian

    2013-01-01

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

  19. Evaluating ELLs for Special Needs a Challenge

    ERIC Educational Resources Information Center

    Maxwell, Lesli A.; Shah, Nirvi

    2012-01-01

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

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

    SciTech Connect

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

    2009-04-17

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

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

    ERIC Educational Resources Information Center

    Hong, Guanglei; Gagne, Joshua; West, Andrew

    2014-01-01

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

  2. It’s Eff, En, Ell | Poster

    Cancer.gov

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

  3. Under Federal Pressure, District Addresses ELLs

    ERIC Educational Resources Information Center

    Zehr, Mary Ann

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Flores, Stella M.; Drake, Timothy A.

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    SciTech Connect

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

    2008-08-07

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

  8. Strategies for Improving Reading Skills among ELL College Students

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Sistla, Michelle; Feng, Jay

    2014-01-01

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

  10. 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…

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

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

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

  12. 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…

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

    ERIC Educational Resources Information Center

    Montgomery, Joel R.

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Tomlinson, Carol Ann

    2016-01-01

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

  15. 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

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

    ERIC Educational Resources Information Center

    Clewell, Beatriz Chu

    2007-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Bergman, Daniel

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Johnston, Joan Ann

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Liu, Siping; Wang, Jian

    2015-01-01

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

  2. 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…

  3. Oral Translation as a Test Accommodation for ELLs

    ERIC Educational Resources Information Center

    Stansfield, Charles W.

    2011-01-01

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

  4. ELL Preschoolers' English Vocabulary Acquisition from Storybook Reading

    ERIC Educational Resources Information Center

    Collins, Molly F.

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Paredes, Maria Adele Brunelli

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Pennock-Roman, Maria; Rivera, Charlene

    2011-01-01

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

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

    SciTech Connect

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

    1990-01-01

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

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

    ERIC Educational Resources Information Center

    Lin, Show Mei

    2015-01-01

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

  9. Co-Teaching ELLs: Riding a Tandem Bike

    ERIC Educational Resources Information Center

    Honigsfeld, Andrea; Dove, Maria G.

    2016-01-01

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

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

    SciTech Connect

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

    2005-11-17

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

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

    ERIC Educational Resources Information Center

    Lindholm-Leary, Kathryn; Hernandez, Ana

    2011-01-01

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

  12. 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…

  13. 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…

  14. 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…

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

    ERIC Educational Resources Information Center

    Batt, Ellen G.

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    Sox, Amanda K.

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    LaBelle, Jeffrey T.

    2011-01-01

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

  18. 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…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  20. 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…

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

    ERIC Educational Resources Information Center

    Chien, Grace Chin-Wen

    2012-01-01

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

  2. 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…

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

    ERIC Educational Resources Information Center

    Dahlman, Anne; Hoffman, Patricia

    2009-01-01

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

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

    SciTech Connect

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

    2008-08-28

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

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

    PubMed Central

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

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Marietta, Geoff; Brookover, Elisha

    2011-01-01

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

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

    NASA Astrophysics Data System (ADS)

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

    2007-03-01

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

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

    NASA Astrophysics Data System (ADS)

    Ilich, Maria O.

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

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

    SciTech Connect

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

    2010-10-27

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

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

    SciTech Connect

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

    1990-12-31

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

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

    SciTech Connect

    Aubert, B

    2006-09-26

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

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

    SciTech Connect

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

    2008-07-01

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

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

    SciTech Connect

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

    2014-09-15

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

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

    NASA Astrophysics Data System (ADS)

    Huerta, Margarita

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

  15. 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…

  16. 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…

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

    ERIC Educational Resources Information Center

    Pettit, Stacie Kae

    2011-01-01

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

  18. 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…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Zehr, Mary Ann

    2008-01-01

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

  1. "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,…

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

    ERIC Educational Resources Information Center

    DelliCarpini, Margo, Ed.

    2009-01-01

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

  3. "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…

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

    ERIC Educational Resources Information Center

    Oliver, Tammy Deneene

    2009-01-01

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

  5. "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…

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

    ERIC Educational Resources Information Center

    Kangas, Sara E. N.

    2014-01-01

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

  7. 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…

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

    ERIC Educational Resources Information Center

    Phillips, Jennifer J.

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Kopriva, Rebecca J.

    2014-01-01

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

  10. 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…

  11. 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…

  12. 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…

  13. 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…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    American Federation of Teachers (NJ), 2007

    2007-01-01

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

  16. 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…

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

    ERIC Educational Resources Information Center

    Lee, Pei-Yi

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    TESOL International Association, 2013

    2013-01-01

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

  19. 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…

  20. 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…

  1. 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…

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

    ERIC Educational Resources Information Center

    Geva, Esther; Massey-Garrison, Angela

    2013-01-01

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

  3. 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…

  4. 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.…

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

    ERIC Educational Resources Information Center

    Hansen-Thomas, Holly

    2009-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Algee, Lisa M.

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

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

    ERIC Educational Resources Information Center

    Cho, Rosa Minhyo

    2012-01-01

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

  8. 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…

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

    PubMed

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

    2008-01-01

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

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

    SciTech Connect

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

    2013-08-09

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

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

    NASA Astrophysics Data System (ADS)

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

    2015-12-01

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

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

    NASA Astrophysics Data System (ADS)

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

    2014-08-01

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

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

    PubMed Central

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    PubMed

    Castro-Olivo, Sara M

    2014-12-01

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

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

    NASA Astrophysics Data System (ADS)

    Oliver, Tammy Deneene

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Pu, Jiang

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Lundien, Katrina

    2009-01-01

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

  20. "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…

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    Liu, Siping

    2012-01-01

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

  3. 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…

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

    ERIC Educational Resources Information Center

    Castro-Olivo, Sara M.

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Orner Young, Wendy L.

    2012-01-01

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

  6. "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…

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

    ERIC Educational Resources Information Center

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

    2006-01-01

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

  8. 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…

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

    NASA Astrophysics Data System (ADS)

    Mitchell, Mary A.

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

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

    PubMed Central

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

    2014-01-01

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

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

    PubMed Central

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

    2014-01-01

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

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

    PubMed Central

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

    2015-01-01

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

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

    SciTech Connect

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

    2011-06-28

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

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

    ERIC Educational Resources Information Center

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

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    Albus, Deb; Thurlow, Martha

    2005-01-01

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

  16. 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,…

  17. 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…

  18. 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…

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

    PubMed

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Polat, Nihat

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Geva, Esther; Farnia, Fataneh

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    Kim, Youn-Hee; Jang, Eunice Eunhee

    2009-01-01

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

  4. 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.…

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

    NASA Astrophysics Data System (ADS)

    Pintr, Pavel; Vápenka, David; Mašek, Martin

    2015-01-01

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

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

    NASA Astrophysics Data System (ADS)

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

    2016-04-01

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

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

    SciTech Connect

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

    2015-04-14

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

  8. $$B \\to \\pi \\ell \

    DOE PAGESBeta

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

    2015-04-14

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

  9. Integrated Assessments for ELL

    ERIC Educational Resources Information Center

    Armon, Joan; Morris, Linda J.

    2008-01-01

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

  10. ELLs: What's the Endgame?

    ERIC Educational Resources Information Center

    Rance-Roney, Judith

    2011-01-01

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

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

    PubMed Central

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

    2014-01-01

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

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

    SciTech Connect

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

    1994-12-06

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

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

    PubMed Central

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

    1994-01-01

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

  14. 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…

  15. 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…

  16. Researchers: ELL Surveys Are Flawed

    ERIC Educational Resources Information Center

    Zehr, Mary Ann

    2010-01-01

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

  17. Blues for Elle - Microbial Bebop

    SciTech Connect

    Peter Larsen

    2012-10-01

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

  18. 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…

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

    SciTech Connect

    Rodriguez, Tatiana Isabel

    2011-01-01

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

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

    NASA Astrophysics Data System (ADS)

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

    2011-01-01

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

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

    NASA Astrophysics Data System (ADS)

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

    2016-04-01

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

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

    ERIC Educational Resources Information Center

    Honigsfeld, Andrea

    2009-01-01

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

  3. Illinois May Mandate ELL Rules for Preschool

    ERIC Educational Resources Information Center

    Zehr, Mary Ann

    2010-01-01

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

  4. 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.…

  5. Push under Way to Standardize ELL Definitions

    ERIC Educational Resources Information Center

    Maxwell, Lesli A.

    2013-01-01

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

  6. 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,"…

  7. Mainstreaming ELLs into Grade-Level Classes

    ERIC Educational Resources Information Center

    Varela, Elizabeth

    2010-01-01

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

  8. 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…

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

    ERIC Educational Resources Information Center

    Guler, Nilufer

    2013-01-01

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

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

    SciTech Connect

    Bailey, Jon A.

    2015-10-07

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

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

    DOE PAGESBeta

    Bailey, Jon A.

    2015-10-07

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

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

    SciTech Connect

    Bailey, Jon A.; et al.

    2015-07-23

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

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

    DOE PAGESBeta

    Bailey, Jon A.; et al.

    2015-07-23

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

  14. Large Districts to Use Stimulus for ELL Support

    ERIC Educational Resources Information Center

    Zehr, Mary Ann

    2009-01-01

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

  15. Federal Attention on ELL Needs Seen to Wane

    ERIC Educational Resources Information Center

    Maxwell, Lesli A.

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Chavez, Lisa

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Goodwin, Bryan; Hein, Heather

    2016-01-01

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

  18. Model Common-Core Unit Piloted for ELL Teachers

    ERIC Educational Resources Information Center

    Maxwell, Lesli A.

    2013-01-01

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

  19. Scaffolding through Questions in Upper Elementary ELL Learning

    ERIC Educational Resources Information Center

    Kim, Youb

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Zahner, William C.

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    SciTech Connect

    Ketchum, Wesley Robert

    2012-12-01

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

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

    SciTech Connect

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

    2011-06-22

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

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

    SciTech Connect

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

    2009-08-01

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

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

    NASA Astrophysics Data System (ADS)

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

    2015-04-01

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

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

    ERIC Educational Resources Information Center

    Boyd, Maureen P.

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Ardasheva, Yuliya; Tretter, Thomas R.

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Hickey, Pamela J.; Lewis, Tarie

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Basham, Melody

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Broer, Kathleen

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Auleear Owodally, Ambarin Mooznah

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    DelliCarpini, Margo, Ed.

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Hamann, Edmund T.; Reeves, Jenelle

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Turney, Kristilynn M.

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Dailey, Alex

    2009-01-01

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

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Ramos, Jose A.

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Millett, Joseph Ridge

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Dreher, Mariam Jean; Gray, Jennifer Letcher

    2009-01-01

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Hur, Jung Won; Suh, Suhyun

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Fisher, Doug; Frey, Nancy

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Marzano, Robert J.

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    Ciechanowski, Kathryn M.

    2009-01-01

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

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Basham, Melody

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Nevarez-La Torre, Aida A.

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Nan, Frances

    2012-01-01

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

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

    SciTech Connect

    Khachatryan, Vardan

    2015-10-29

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

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

    DOE PAGESBeta

    Khachatryan, Vardan

    2015-10-29

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

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

    SciTech Connect

    Nagai, Yoshikazu; /Tsukuba U.

    2010-02-01

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

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

    ERIC Educational Resources Information Center

    Irizarry, Stephanie; Williams, Sherie

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Rodriguez-Valls, Fernando

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Haines, Shana J.

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    1995-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Flemming, Jens

    2016-09-01

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

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

    DOE PAGESBeta

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

    2016-07-06

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

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

    ERIC Educational Resources Information Center

    Huang, Francis L.; Konold, Timothy R.

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Lakin, Joni Marie

    2010-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Hoki, Chieko

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Pardini, Priscilla

    2006-01-01

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

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

    SciTech Connect

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

    2010-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Stewart, Morgan

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

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

    ERIC Educational Resources Information Center

    Crossman, Katie; Pinchbeck, Geoffrey

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2005-01-01

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

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

    ERIC Educational Resources Information Center

    Collins, Linda J.; Liang, Xin

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Benitez-Rivera, Wilma I.

    2013-01-01

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

  16. 2010-11 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities. Technical Report 68

    ERIC Educational Resources Information Center

    Albus, Deb; Thurlow, Martha

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Torres Soto, Nayda E.

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Cole, Mikel W.

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Diaz, Ivan

    2010-01-01

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

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

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

    PubMed

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

    2016-08-01

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

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

    ERIC Educational Resources Information Center

    Russakoff, Dale

    2011-01-01

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

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

    SciTech Connect

    Chatrchyan, Serguei; et al.

    2012-04-01

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

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

    ERIC Educational Resources Information Center

    Roessingh, Hetty

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Orelus, Pierre Wilbert

    2012-01-01

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

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

    NASA Astrophysics Data System (ADS)

    McLin, Kristie S.

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

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

    SciTech Connect

    Burkett, K; Paulini, M.

    1996-07-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Shin, Dong-shin

    2009-01-01

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

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

    PubMed Central

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

    2016-01-01

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

  11. The Impact of Georgia's English to Speakers of Other Languages (ESOL) Endorsement on Teachers' Attitudes and Secondary English Language Learners (ELLs)' Achievement

    ERIC Educational Resources Information Center

    McBride, Traci Carole Lawson

    2012-01-01

    As school districts are facing increasing pressure to meet annual yearly progress goals based upon the No Child Left Behind legislation (2001), teacher preparation and effectiveness, especially in teaching specific subgroups, is an issue that resonates with many educators today. This quantitative, causal-comparative study examined the impact…

  12. 2013 Reading Assessment Report Card: Summary Data Tables for National and State Sample Sizes, Participation Rates, and Proportions of SD and ELL Students Identified. [Technical Appendix. NCES 2014-451

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    This document represents one of three appendices associated with "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grade 4 and 8. NCES 2014-451." It includes tabular data relating to the reading portion of the National Assessment of Education Progress at Grade 4 and 8. [For the…

  13. 2013 Mathematics Assessment Report Card: Summary Data Tables for National and State Sample Sizes, Participation Rates, and Proportions of SD and ELL Students Identified. [Technical Appendix. NCES 2014-451

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    This document represents one of three appendices associated with "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grade 4 and 8. NCES 2014-451." It includes tabular data relating to the mathematics portion of the National Assessment of Education Progress at Grade 4 and 8. [For…

  14. Multi phase field model for solid state transformation with elastic strain

    NASA Astrophysics Data System (ADS)

    Steinbach, I.; Apel, M.

    2006-05-01

    A multi phase field model is presented for the investigation of the effect of transformation strain on the transformation kinetics, morphology and thermodynamic stability in multi phase materials. The model conserves homogeneity of stress in the diffuse interface between elastically inhomogeneous phases, in which respect it differs from previous models. The model is formulated consistently with the multi phase field model for diffusional and surface driven phase transitions [I. Steinbach, F. Pezzolla, B. Nestler, M. Seeßelberg, R. Prieler, G.J. Schmitz, J.L.L. Rezende, A phase field concept for multiphase systems, Physica D 94 (1996) 135-147; J. Tiaden, B. Nestler, H.J. Diepers, I. Steinbach, The multiphase-field model with an integrated concept for modeling solute diffusion, Physica D 115 (1998) 73-86; I. Steinbach, F. Pezzolla, A generalized field method for multiphase transformations using interface fields, Physica D 134 (1999) 385] and gives a consistent description of interfacial tension, multi phase thermodynamics and elastic stress balance in multiple junctions between an arbitrary number of grains and phases. Some aspects of the model are demonstrated with respect to numerical accuracy and the relation between transformation strain, external stress and thermodynamic equilibrium.

  15. "I'm Not Going to Be, Like, for the AP": English Language Learners' Limited Access to Advanced College-Preparatory Courses in High School

    ERIC Educational Resources Information Center

    Kanno, Yasuko; Kangas, Sara E. N.

    2014-01-01

    Advancement to postsecondary education for English language learners (ELLs) can be seriously constrained by a lack of academic preparation during high school. Currently, ELLs lag behind their non-ELL peers in their level of access to advanced college-preparatory courses. Through a qualitative case study of ELL education at a large public high…

  16. How Language Proficiency Tests Mislead Us about Ability: Implications for English Language Learner Placement in Special Education

    ERIC Educational Resources Information Center

    Macswan, Jeff; Rolstad, Kellie

    2006-01-01

    The authors argue that English language learner (ELL) language assessment policy and poor language tests partly account for ELLs' disproportionate representation in special education. Previous research indicates that many states routinely assess ELLs' first language (L1) at initial enrollment and that ELLs identified as limited in both languages…

  17. Angular and Isospin Asymmetries in the Decays B->K(*)l l-

    SciTech Connect

    Flood, Kevin T.; /Wisconsin U., Madison

    2011-11-08

    We use a sample of 384 million B{bar B} decays collected with the BABAR detector at the PEP-II asymmetric e{sup +}e{sup -} storage ring to study the flavor-changing neutral current decays B {yields} K{sup (*)}{ell}{sup +}{ell}{sup -}, where {ell}{sup +}{ell}{sup -} is either e{sup +}e{sup -} or {mu}{sup +}{mu}{sup -}. We present measurements in two dilepton mass bins, one below the J/{psi} resonance and the other above, of the lepton forward-backward asymmetry {Alpha}{sub FB} and the longitudinal K* polarization F{sub L} in B {yields} K* {ell}{sup +}{ell}{sup -}, along with isospin rate asymmetries in B {yields} K*{ell}{sup +}{ell}{sup -} and B {yields} K{ell}{sup +}{ell}{sup -} final states.

  18. A measurement of the $WZ$ and $ZZ$ production cross sections using leptonic final states in 8.6 fb$^{-1}$ of $p\\bar{p}$ collisions

    SciTech Connect

    Abazov, Victor Mukhamedovich; Abbott, Braden Keim; Acharya, Bannanje Sripath; Adams, Mark Raymond; Adams, Todd; Alexeev, Guennadi D.; Alkhazov, Georgiy D.; Alton, Andrew K.; Alverson, George O.; Aoki, Masato; Askew, Andrew Warren; /Florida State U. /Stockholm U.

    2012-01-01

    We study the processes p{bar p} {yields} WZ {yields} {ell}{nu}{ell}{sup +}{ell}{sup -} and p{bar p} {yields} ZZ {yields} {ell}{sup +}{ell}{sup -}{nu}{bar {nu}}, where {ell} = e or {mu}. Using 8.6 fb{sup -1} of integrated luminosity collected by the D0 experiment at the Fermilab Tevatron collider, we measure the WZ production cross section to be 4.50{sub -0.66}{sup +0.63} pb which is consistent with, but slightly above a prediction of the standard model. The ZZ cross section is measured to be 1.64 {+-} 0.46 pb, in agreement with a prediction of the standard model. Combination with an earlier analysis of the ZZ {yields} {ell}{sup +}{ell}{sup -}{ell}{sup +}{ell}{sup -} channel yields a ZZ cross section of 1.44{sub -0.34}{sup +0.35} pb.

  19. Evidence for K ---> K* L+ L- and Measurement of B ---> K L+ L-

    SciTech Connect

    Ryd, A.; /Caltech, Kellogg Lab

    2005-08-02

    The authors present evidence for the flavor-changing neutral current decay B {yields} K*{ell}{sup +}{ell}{sup -} and a measurement of the B {yields} K{ell}{sup +}{ell}{sup -} branching fraction, where {ell}{sup +}{ell}{sup -} is either an e{sup +}e{sup -} or {mu}{sup +}{mu}{sup -} pair. The data sample analyzed comprises 88.5 x 10{sup 6} {Upsilon}(4S) {yields} B{bar B} decays collected with the BABAR detector at the PEP-II e{sup +}e{sup -} storage ring. Averaging over K{sup (*)} isospin and lepton flavor, we obtain {Beta}(B {yields} K*{ell}{sup +}{ell}{sup -}) = (1.40{sub -0.49}{sup +0.57} {+-} 0.21) x 10{sup -6} and {Beta}(B {yields} K{ell}{sup +}{ell}{sup -}) = (0.68{sub -0.15}{sup +0.17} {+-} 0.04) x 10{sup -6}, where the uncertainties are statistical and systematic. The significance for the B {yields} K*{ell}{sup +}{ell}{sup -} signal is 3.0{sigma} and for B {yields} K{ell}{sup +}{ell}{sup -} the signal significance is over 7{sigma}.

  20. Measurements of the Rare Decays B -> Kl+l- and B ->K*l+l-

    SciTech Connect

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

    2005-07-06

    The authors present measurements of the flavor-changing neutral current decays B {yields} K{ell}{sup +}{ell}{sup -} and B {yields} K*{ell}{sup +}{ell}{sup -}, where {ell}{sup +}{ell}{sup -} is either an e{sup +}e{sup -} or {mu}{sup +}{mu}{sup -} pair. The data sample comprises 229 x 10{sup 6} {Upsilon}(4S) {yields} B{bar B} decays collected with the BABAR detector at the PEP-II e{sup +}e{sup -} storage ring.

  1. 2. View west, showing side (east) elevation of main block ...

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

    2. View west, showing side (east) elevation of main block and ell. Rebuilt icebox/refrigerator to left, and new roof on ell. - Conner Homestead, House, Epping Road (State Route 101), Exeter, Rockingham County, NH

  2. Direct CP, Lepton Flavor and Isospin Asymmetries in the Decays B->K(*)l+l-

    SciTech Connect

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

    2009-03-03

    We measure rate asymmetries for the rare decays B {yields} K{sup (*)}{ell}{sup +}{ell}{sup -}, where {ell}{sup +}{ell}{sup -} is either e{sup +}e{sup -} or {mu}{sup +}{mu}{sup -}, using a sample of 384 million B{bar B} events collected with the BABAR detector at the PEP-II e{sup +}e{sup -} collider. We find no evidence for direct CP or lepton-flavor asymmetries. For dilepton masses below the J/{psi} resonance, we find evidence for unexpectedly large isospin asymmetries in both B {yields} K{ell}{sup +}{ell}{sup -} and B {yields} K*{ell}{sup +}{ell}{sup -} which differ respectively by 3.2{sigma} and 2.7{sigma}, including systematic uncertainties, from the Standard Model expectations.

  3. Search for high-mass resonances decaying into $ZZ$ in p$\\bar{p}$ collisions at $\\sqrt{s}=1.96$\\,TeV

    SciTech Connect

    Aaltonen, T.; Alvarez Gonzalez, B.; Amerio, S.; Amidei, D.; Anastassov, A.; Annovi, A.; Antos, J.; Apollinari, G.; Appel, J.A.; Arisawa, T.; Artikov, A.; /Dubna, JINR /Texas A-M

    2011-11-01

    The authors search for high-mass resonances decaying into Z boson pairs using data corresponding to 6 fb{sup -1} collected by the CDF experiment in p{bar p} collisions at {radical}s = 1.96 TeV. The search is performed in three distinct final states: ZZ {yields} {ell}{sup +}{ell}{sup -}{ell}{sup +}{ell}{sup -}, ZZ {yields} {ell}{sup +}{ell}{sup -}{nu}{nu}, and ZZ {yields} {ell}{sup +}{ell}{sup -}jj. For a Randall-Sundrum graviton G*, the 95% CL upper limits on the production cross section times branching ratio to ZZ, {sigma}(p{bar p} {yields} G* {yields} ZZ), vary between 0.26 pb and 0.045 pb in the mass range 300 < M{sub G*} < 1000 GeV/c{sup 2}.

  4. On formulae for the class number of real Abelian fields

    NASA Astrophysics Data System (ADS)

    Kuz'min, L. V.

    1996-08-01

    For a given real Abelian field k and a given prime natural number \\ell we obtain an index formula for the order of the group \\operatorname{Cl}(k)_{\\ell,\\varphi}, where \\operatorname{Cl}(k)_{\\ell} is the \\ell-component of the class group of k \\operatorname{Cl}(k)_{\\ell,\\varphi} denotes the \\varphi-component of \\operatorname{Cl}(k)_\\ell corresponding to a {\\mathbf Q}_\\ell-irreducible character \\varphi of the Galois group G(k/{\\mathbf Q}) that is trivial on the Sylow \\ell-subgroup of G(k/{\\mathbf Q}). This result generalizes a conjecture of Gras. The proofs rely on the "main conjecture" of Iwasawa theory.

  5. Students', Guardians', and Teachers' Perceptions of Student-Led Conferences

    ERIC Educational Resources Information Center

    Orso, Charlotte Lindsey

    2013-01-01

    The purpose of the study was to examine the ELL and non-ELL students', guardians', and the English as a second language (ESL) teachers' perceptions of student-led conferences. Specifically, the study examined if ELL students' and guardians' preferences were similar to non-ELL students' and guardians' preferences…

  6. 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…

  7. 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…

  8. 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…

  9. The Impact of High School Exit Exams on ESL Learners in British Columbia

    ERIC Educational Resources Information Center

    Odo, Dennis Murphy

    2012-01-01

    This essay explores the validity of including ELL students in British Columbia provincial high school exit exams. Data and a sample exam from the BC Ministry of education are used to scrutinize the practice of using BC provincial exams for high school exit decisions regarding ELLs. A comparison of failure rates of ELLs and mainstream students…

  10. 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…

  11. Latino Immigrant Students in Southern Schools: What We Know and Still Need to Learn

    ERIC Educational Resources Information Center

    Sox, Amanda K.

    2009-01-01

    Recent immigration to the southern United States has created challenges for educators. This article synthesizes current works about the education of immigrants and English language learners (ELLs) in the South, and teacher preparation for working with ELLs. Reviewed studies revealed that immigrant and ELL students often are unwelcome and unwanted…

  12. Identifying Gifted and Talented English Language Learners: A Case Study

    ERIC Educational Resources Information Center

    Harris, Bryn; Plucker, Jonathan A.; Rapp, Kelly E.; Martinez, Rebecca S.

    2009-01-01

    With the sharp rise in students who are English language learners (ELL), research on identifying and serving the needs of gifted and talented (GT) ELL students offers fertile ground for best practice guidelines. The current study describes GT/ELL identification practices based on an in-depth case study of one diverse school district in the…

  13. 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…

  14. 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…

  15. Creating Language-Rich Instruction for English-Language Learners

    ERIC Educational Resources Information Center

    Bauer, Eurydice Bouchereau; Manyak, Patrick C.

    2008-01-01

    In the previous English-Language Learner (ELL) column, we addressed the first of four complementary components aimed at highlighting quality instruction for ELLs. The first in the series focused on the role of explicit code and comprehension instruction for ELLs. In that column we reminded readers of the importance of providing code instruction…

  16. First Measurement of ZZ Production in panti-p Collisions at s**(1/2) = 1.96-TeV

    SciTech Connect

    Aaltonen, T.; Adelman, J.; Akimoto, T.; Albrow, M.G.; Alvarez Gonzalez, B.; Amerio, S.; Amidei, D.; Anastassov, A.; Annovi, A.; Antos, J.; Aoki, M.; /Illinois U., Urbana /Fermilab

    2008-01-01

    We report the first measurement of the cross section for Z boson pair production at a hadron collider. This result is based on a data sample corresponding to 1.9 fb{sup -1} of integrated luminosity from p{bar p} collisions at {radical}s = 1.96 TeV collected with the CDF II detector at the Fermilab Tevatron. In the {ell}{ell}{ell}{prime}{ell}{prime} channel, we observe three ZZ candidates with an expected background of 0.096{sub -0.063}{sup +0.092} events. In the {ell}{ell}{nu}{nu} channel, we use a leading-order calculation of the relative ZZ and WW event probabilities to discriminate between signal and background. In the combination of {ell}{ell}{ell}{prime}{ell}{prime} and {ell}{ell}{nu}{nu} channels, we observe an excess of events with a probability of 5.1 x 10{sup -6} to be due to the expected background. This corresponds to a significance of 4.4 standard deviations. The measured cross section is {sigma}(p{bar p} {yields}ZZ) = 1.4{sub -0.6}{sup +0.7} (stat.+syst.) pb, consistent with the standard model expectation.

  17. An Examination of the Validity of English-Language Achievement Test Scores in an English Language Learner Population

    ERIC Educational Resources Information Center

    Abella, Rodolfo; Urrutia, Joanne; Shneyderman, Aleksandr

    2005-01-01

    Approximately 1,700 English language learners (ELLs) and former ELL students, in Grades 4 and 10, were tested using both an English-language (Stanford Achievement Test, 9th ed.) and a Spanish-language (Aprenda, 2nd ed.) achievement test. Their performances on the two tests were contrasted. The results showed that ELL students, for the most part,…

  18. Educating English-Language Learners with Special Needs: Beyond Cultural and Linguistic Considerations

    ERIC Educational Resources Information Center

    Park, Yujeong; Thomas, Rachel

    2012-01-01

    English-language learners (ELLs) with special needs consistently languish in the American school system. The No Child Left Behind Act (NCLB) included ELLs as a minority group and required to hold schools accountable for reducing the achievement gap between ELLs and their white peers, however the act did not provide a specific direction for…

  19. 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…

  20. Testing English Language Learners under No Child Left Behind

    ERIC Educational Resources Information Center

    Bunch, Michael B.

    2011-01-01

    Title III of Public Law 107-110 (No Child Left Behind; NCLB) provided for creation of assessments of English language learners (ELLs) and established, through the Enhanced Assessment Grant program, a platform from which four consortia of states developed ELL tests aligned to rigorous statewide content standards. Those four tests (ACCESS for ELLs,…

  1. Let Them Talk!

    ERIC Educational Resources Information Center

    Wright, Wayne E.

    2016-01-01

    Although human beings communicate mainly through talking and listening, schools tend to spend little classroom instruction time helping ELLs develop their English oral language skills, writes Wayne E. Wright. In reviewing the research on ELLs' oral language development, Wright concludes that bilingual programs give ELLs the best opportunities to…

  2. The Promise of Two-Language Education

    ERIC Educational Resources Information Center

    Umansky, Ilana M.; Valentino, Rachel A.; Reardon, Sean F.

    2016-01-01

    Although human beings communicate mainly through talking and listening, schools tend to spend little classroom instruction time helping ELLs develop their English oral language skills, writes Wayne E. Wright. In reviewing the research on ELLs' oral language development, Wright concludes that bilingual programs give ELLs the best opportunities to…

  3. Alone, Confused, and Frustrated: Developing Empathy and Strategies for Working with English Language Learners

    ERIC Educational Resources Information Center

    Washburn, Gay N.

    2008-01-01

    In many states, the rapidly increasing number of English language learners (ELLs) presents new challenges for undergraduate education programs. In addition, because areas with the most rapid growth generally have little history of educating the ELL population, there may be a corresponding lack of understanding of and empathy for ELLs. The author…

  4. 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…

  5. 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…

  6. Strategies for Success: Links to Increased Mathematics Achievement Scores of English-Language Learners

    ERIC Educational Resources Information Center

    Pray, Lisa; Ilieva, Vessela

    2011-01-01

    This research investigates the link between mathematic teachers' use of English-language learner (ELL) strategies and the mathematics achievement of their students who are ELLs. Interviews and observations of mathematic teachers who taught ELLs were used to document instructional strategies use. The findings from the interviews and observations…

  7. Evaluating the Impact of Restrictive Language Policies: The Arizona 4-Hour English Language Development Block

    ERIC Educational Resources Information Center

    Rios-Aguilar, Cecilia; Gonzalez Canche, Manuel S.; Sabetghadam, Shirin

    2012-01-01

    Approximately five million English Language Learners (ELLs) attend public schools in the United States. Because the majority of ELLs tend to live in immigrant families, schools become the means to provide ELLs with the English skills necessary to be competent in school and in life. Federal and state policies regarding instructional arrangements…

  8. 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,…

  9. 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…

  10. 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…

  11. Learning to Teach English-Language Learners in Mainstreamed Secondary Classrooms

    ERIC Educational Resources Information Center

    Zhang, Shaoan; Stephens, Vernon

    2013-01-01

    In this study, we examined six preservice teachers' learning of knowledge for secondary English-language learners (ELLs). The results indicated that the Student Teacher Enrichment Program helped preservice teachers become aware of the strategies for teaching ELLs and realize the discrepancies and differences between ELL code and linguistic…

  12. 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…

  13. 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…

  14. Meeting the Linguistic Needs of High-Potential English Language Learners: What Teachers Need to Know

    ERIC Educational Resources Information Center

    Pereira, Nielsen; de Oliveira, Luciana C.

    2015-01-01

    The population of English language learners (ELLs) in general education classrooms has been increasing over the last few decades. However, ELLs are still underrepresented in gifted programs, and teachers struggle to provide these students with adequate educational experiences. What do teachers need to know about high-potential ELLs? What…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. Testing Accommodations for English Language Learners: A Review of State and District Policies. Research Report No. 2008-6. ETS RR-08-48

    ERIC Educational Resources Information Center

    Young, John W.; King, Teresa C.

    2008-01-01

    This report is a review and summary of current information regarding test accommodations currently used in different states and districts for English language learners (ELL). Similarities and differences among states regarding ELL accommodation are documented. Five appendixes are included: (1) Accommodations Designated for ELLs in States'…

  20. 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…

  1. 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…

  2. Quel avenir pour les combustibles fossiles ? Les avancées scientifiques et technologiques permettront-elles la poursuite d'un développement soutenable avec les énergies carbonées ?What a future for fossil fuels? Will scientific and technological progresses warrant growth of use in carbon-based fuels?

    NASA Astrophysics Data System (ADS)

    Tissot, Bernard

    2001-12-01

    The world demand for primary energy keeps increasing and has little chance to decrease over the next decades, when considering the desirable and necessary development of the less wealthy countries. The two weightiest questions are to provide electricity to megalopolis, and fuels for transportation. In the present situation, fossil fuels (crude oil, natural gas and coal) provide 90 % of primary energy. Furthermore, hydrocarbons (crude oil and gas) are considered as closing energies to balance the level of demand. However, the link between fossil fuel consumption for one and a half century and climate change is now considered as highly probable. Crude oil and natural gas reserves are substantial, but limited. One half of the proven reserves of crude oil, and one third of gas reserves will be already used in year 2020. Gas reserves will be sufficient to reach 2050, but proven reserves of crude oil will not last until that year. Coal only, which is the largest source of CO 2 and pollutants, provides enough reserves for several centuries. A considerable effort of scientific and technological research is the only way to reach the end of the century using oil and gas, plus a drastic effort for saving energy. This effort in research is discussed in the paper, but it does not provide until now an answer to the climate problem.

  3. Position des lignes temporales sur le cranium de «Mrs » Ples (A.africanus) : une attribution sexuelle est-elle possible ?Possible position of the temporal lines on the cranium of 'Mrs' Ples (A. africanus): is sexual determination possible?

    NASA Astrophysics Data System (ADS)

    Prat, Sandrine; Thackeray, John Francis

    2001-03-01

    The cranium and associated matrix of Sts 5, a cranium of Australopithecus africanus is re-examined in the context of an unfused sagittal suture and the position of the temporal lines. These lines are not developed as a sagittal crest although they are close to the mid-sagittal line. A comparative study of the presence of sagittal crests in male, female, juvenile and adult specimens of extant great apes ( Gorilla, Pan, Pongo) suggests that the existence of a sagittal crest is influenced to a greater extent by anatomical age rather than by the sex of the individuals.

  4. Du cycle orogénique hercynien au pré-rifting de l'Atlantique central au Maroc occidental : les microdiorites des Jbilet sont-elles des marqueurs magmatiques de ce passage ?From the Hercynian orogenic cycle towards the central Atlantic prerifting in central Morocco: are the Jbilet microdiorites possible magmatic markers for this transition?

    NASA Astrophysics Data System (ADS)

    Youbi, Nasrreddine; Bellon, Hervé; Marzin, Arnaud; Piqué, Alain; Cotten, Joseph; Cabanis, Bruno

    2001-09-01

    Microdioritic intrusives crosscut the Hercynian structures of the Jbilet massif in the western Morocco. Their mineralogical, petrological and geochemical compositions display the main characteristics of calc-alkaline magmas and any of the alkaline ones. This magmatic event occurred at ca 255 Ma, as indicated by the 40K- 40Ar age of fresh kaersutite crystals, but seven ages for whole-rock samples, scattered between 231 and 180 Ma, reflect the general rejuvenation of the ages linked to a latter penetrative alteration event of their feldspars and groundmass.

  5. Measurements of Branching Fractions, Rate Asymmetries, and Angular Distributions in the Rare Decays B -> Kl+l- and B -> K*l+ l-

    SciTech Connect

    Aubert, B.

    2006-04-07

    We present measurements of the flavor-changing neutral current decays B {yields} K{ell}{sup +}{ell}{sup -} and B {yields} K*{ell}{sup +}{ell}{sup -}, where {ell}{sup +}{ell}{sup -} is either an e{sup +}e{sup -} or {mu}{sup +}{mu}{sup -} pair. The data sample comprises 229 x 10{sup 6} {Upsilon}(4S) {yields} B{bar B} decays collected with the BABAR detector at the PEP-II e{sup +}e{sup -} storage ring. Flavor-changing neutral current decays are highly suppressed in the Standard Model and their predicted properties could be significantly modified by new physics at the electroweak scale. We measure the branching fractions {Beta}(B {yields} K{ell}{sup +}{ell}{sup -}) = (0.34 {+-} 0.07 {+-} 0.02) x 10{sup -6}, {Beta}(B {yields} K*{ell}{sup +}{ell}{sup -}) = (0.78{sub -0.17}{sup +0.19} {+-} 0.11) x 10{sup -6}, the direct CP asymmetries of these decays, and the relative abundances of decays to electrons and muons. For two regions in {ell}{sup +}{ell}{sup -} mass, above and below m{sub J/{psi}}, we measure partial branching fractions and the forward-backward angular asymmetry of the lepton pair. In these same regions we also measure the K* longitudinal polarization in B {yields} K*{ell}{sup +}{ell}{sup -} decays. Upper limits are obtained for the lepton flavor-violating decays B {yields} Ke{mu} and B {yields} K*e{mu}. All measurements are consistent with Standard Model expectations.

  6. A Measurement of the Branching Fractions ofexclusive Bbar to D(*)(pi)lnu Decays in Events with a Fully Reconstructed BMeson

    SciTech Connect

    Aubert, B.

    2008-01-08

    The authors report a measurement of the branching fractions for {bar B} {yields} D{sup (*)}{pi}{ell}{sup -}{bar {nu}}{sub {ell}} decays based on 341.1 fb{sup -1} of data collected at the {Upsilon}(4S) resonance with the BABAR detector at the PEP-II e{sup +}e{sup -} storage rings. Events are tagged by fully reconstructing one of the B mesons in a hadronic decay mode. The obtain {Beta}(B{sup -} {yields} D{sup 0}{ell}{sup -}{bar {nu}}{sub {ell}}) = (2.33 {+-} 0.09{sub stat.} {+-} 0.09{sub syst.})%, {Beta}(B{sup -} {yields} D*{sup 0}{ell}{sup -}{bar {nu}}{sub {ell}}) = 5.83 {+-} 0.15{sub stat.} {+-} 0.30{sub syst.}%, {Beta}({bar B}{sup 0} {yields} D{sup +}{ell}{sup -}{bar {nu}}{sub {ell}}) = (2.21 {+-} 0.11{sub stat.} {+-} 0.12{sub syst.})% {Beta}({bar B}{sup 0} {yields} D*{sup +}{ell}{sup -}{bar {nu}}{sub {ell}}) = 5.49 {+-} 0.16{sub stat.} {+-} 0.25{sub syst.}%, {Beta}(B{sup -} {yields} D{sup +}{pi}{sup -}{ell}{sup -}{bar {nu}}{sub {ell}}) = (0.42 {+-} 0.06{sub stat.} {+-} 0.03{sub syst.})%, {Beta}(B{sup -} {yields} D*{sup +} {pi}{sup -}{ell}{sup -}{bar {nu}}{sub {ell}}) = (0.59 {+-} 0.05{sub stat.} {+-} 0.04{sub syst.})%, {Beta}({bar B}{sup 0} {yields} D{sup 0}{pi}{sup +}{ell}{sup -}{bar {nu}}{sub {ell}}) = (0.43 {+-} 0.08{sub stat.} {+-} 0.03{sub syst.})% and {Beta}({bar B}{sup 0} {yields} D*{sup 0} {pi}{sup +}{ell}{sup -}{bar {nu}}{sub {ell}}) = (0.48 {+-} 0.08{sub stat.} {+-} 0.04{sub syst.})%.

  7. Using collider event topology in the search for the six-jet decay of top quark-antiquark pairs

    SciTech Connect

    Field, R.D.; Kanev, Y.A.

    1997-11-01

    The authors investigate the use of the event topology as a tool in the search for the six-jet decay of top-pair production in proton-antiproton collisions at 1.8 TeV. Modified-Fox-Wolfram shape variables, {cflx H}{sub {ell}}, are employed to help distinguish the top-pair signal from the ordinary QCD multi-jet background. The {cflx h}{sub {ell}}`s can be constructed directly from the calorimeter cells or from jets. Events are required to lie in a region of {cflx H}{sub {ell}}-space defined by L{sub {ell}} < {cflx h}{sub {ell}} < R{sub {ell}} for {ell} = 1, ..., 6, where the Left, L{sub {ell}}, and right, R{sub {ell}}, cuts are determined by a genetic algorithm (GA) procedure to maximize the signal over the square root of the background. They are able to reduce the background over the signal to less than a factor of 100 using purely topological methods without using jet multiplicity cuts and without the aid of b-quark tagging.

  8. Measurements of Rates, Asymmetries, and Angular Distributions in B -> K l+ l- and B -> K* l+ l- Decays

    SciTech Connect

    Hollar, Jonathan; /SLAC /Wisconsin U., Madison

    2006-09-21

    This dissertation describes studies of the rare decays B{sub d} {yields} K{ell}{sup +}{ell}{sup -} and B{sub d} {yields} K*{ell}{sup +}{ell}{sup -}, where {ell}{sup +}{ell}{sup -} is either an e{sup +}e{sup -} or a {mu}{sup +}{mu}{sup -} pair. These decays are highly suppressed in the Standard Model, and could be strongly affected by physics beyond the Standard Model. The authors measure the total branching fractions {Beta}(B{sub d} {yields} K{ell}{sup +}{ell}{sup -}) = (0.34 {+-} 0.07 {+-} 0.03) x 10{sup -6}, {Beta}(B{sub d} {yields} K*{ell}{sup +}{ell}{sup -}) = (0.78{sub -0.17}{sup +0.19} {+-} 0.12) x 10{sup -6}. In addition, they measure the partial branching fractions, relative abundance of muons to electrons, direct CP asymmetry, dilepton forward-backward asymmetry, and longitudinal polarization of the K* in these modes. They also search for the lepton flavor-violating decays B{sub d} {yields} Ke{sup {+-}}{mu}{sup {-+}} and B{sub d} {yields} K*e{sup {+-}}{mu}{sup {-+}}. The measurements were performed at the SLAC PEP II storage ring running at the {Upsilon}(4S) resonance.

  9. Relating D0-anti-D0 Mixing and D0 -> l l- with New Physics

    SciTech Connect

    Golowich, Eugene; Hewett, JoAnne; Pakvasa, Sandip; Petrov, Alexey A.; /Wayne State U. /Michigan U., MCTP

    2009-03-31

    We point out how, in certain models of New Physics, the same combination of couplings occurs in the amplitudes for both D{sup 0}-{bar D}{sup 0} mixing and the rare decays D{sup 0} {yields} {ell}{sup +}{ell}{sup -}. If the New Physics dominates and is responsible for the observed mixing, then a very simple correlation exists between the magnitudes of each; in fact the rates for the decay D{sup 0} {yields} {ell}{sup +}{ell}{sup -} are completely fixed by the mixing. Observation of D{sup 0} {yields} {ell}{sup +}{ell}{sup -} in excess of the Standard Model prediction could identify New Physics contributions to D{sup 0}-{bar D}{sup 0} mixing.

  10. 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.

  11. Boundary conditions on internal three-body wave functions

    SciTech Connect

    Mitchell, Kevin A.; Littlejohn, Robert G.

    1999-10-01

    For a three-body system, a quantum wave function {Psi}{sub m}{sup {ell}} with definite {ell} and m quantum numbers may be expressed in terms of an internal wave function {chi}{sub k}{sup {ell}} which is a function of three internal coordinates. This article provides necessary and sufficient constraints on {chi}{sub k}{sup {ell}} to ensure that the external wave function {Psi}{sub k}{sup {ell}} is analytic. These constraints effectively amount to boundary conditions on {chi}{sub k}{sup {ell}} and its derivatives at the boundary of the internal space. Such conditions find similarities in the (planar) two-body problem where the wave function (to lowest order) has the form r{sup |m|} at the origin. We expect the boundary conditions to prove useful for constructing singularity free three-body basis sets for the case of nonvanishing angular momentum.

  12. Search for the rare decay B to pi l+ l-

    SciTech Connect

    Aubert, B.

    2007-03-16

    The authors have performed a search for the flavor-changing neutral-current decays B {yields} {pi}{ell}{sup +}{ell}{sup -}, where {ell}{sup +}{ell}{sup -} is either e{sup +}e{sup -} or {mu}{sup +}{mu}{sup -}, using a sample of 230 million {Upsilon}(4S) {yields} B{bar B} decays collected with the BABAR detector. They observe no evidence of a signal and measure the upper limit on the isospin-averaged branching fraction to be {Beta}(B {yields} {pi}{ell}{sup +}{ell}{sup -}) < 9.1 x 10{sup -8} at 90% confidence level. They also search for the lepton-flavor-violating decays B {yields} {pi}e{sup {+-}} {mu}{sup {-+}} and measure an upper limit on the isospin-averaged branching fraction of {Beta}(B {yields} {pi}e{sup {+-}} {mu}{sup {-+}}) < 9.2 x 10{sup -8} at 90% confidence level.

  13. Search for rare and forbidden charm meson decays at Fermilab E791

    SciTech Connect

    Donald J. Summers et al.

    2000-09-29

    The authors report the results of a blind search for flavor-changing neutral current, lepton-flavor violating, and lepton-number violating decays of D{sup +}, D{sub s}{sup +}, and D{sup 0} mesons (and their antiparticles) into modes containing muons and electrons. Using data from Fermilab charm hadroproduction experiment E791, they examine the {pi}{ell}{ell} and K{ell}{ell} decay modes of D{sup +} and D{sub s}{sup +} and the {ell}{sup +}{ell}{sup {minus}} decay modes of D{sup 0}. No evidence for any of these decays is found. Therefore, they present branching-fraction upper limits at 90% confidence level for the 24 decay modes examined. Eight of these modes have no previously reported limits, and fourteen are reported with significant improvements over previously published results.

  14. Measurement of $ZZ$ production in leptonic final states at $\\surd{s}$ of 1.96 TeV at CDF

    SciTech Connect

    Aaltonen, T.; Alvarez Gonzalez, B.; Amerio, S.; Amidei, D.; Anastassov, A.; Annovi, A.; Antos, J.; Apollinari, G.; Appel, J.A.; Arisawa, T.; Artikov, A.; /Dubna, JINR /Texas A-M

    2011-12-01

    In this paper we present a precise measurement of the total ZZ production cross section in p{bar p} collisions at {radical}s = 1.96 TeV, using data collected with the CDF II detector corresponding to an integrated luminosity of approximately 6 fb{sup -1}. The result is obtained by combining separate measurements in the four-charged ({ell}{ell}{ell}{prime}{ell}{prime}), and two-charged-lepton and two-neutral-lepton ({ell}{ell}{nu}{nu}) decay modes of the Z. The combined measured cross section for p{bar p} {yields} ZZ is 1.64{sub -0.38}{sup +0.44} pb. This is the most precise measurement of the ZZ production cross section in 1.96 TeV p{bar p} collisions to date.

  15. W boson cross section and decay properties at the Tevatron

    SciTech Connect

    K. Bloom

    2002-10-16

    The authors present the first measurements of {sigma}(p{bar p} {yields} W {yields} {ell}{nu}) and {sigma}(p{bar p} {yields} Z {yields} {ell}{ell}) at {radical}s = 1.96 TeV, along with new measurements of W angular-decay distributions in p{bar p} collisions at {radical}s = 1.8 TeV.

  16. 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…

  17. Fast algorithms for computing isogenies between elliptic curves

    NASA Astrophysics Data System (ADS)

    Bostan, A.; Morain, F.; Salvy, B.; Schost, E.

    2008-09-01

    We survey algorithms for computing isogenies between elliptic curves defined over a field of characteristic either 0 or a large prime. We introduce a new algorithm that computes an isogeny of degree ell ( ell different from the characteristic) in time quasi-linear with respect to ell E This is based in particular on fast algorithms for power series expansion of the Weierstrass wp -function and related functions.

  18. Rare Decays And Exotic States With BaBar

    SciTech Connect

    Robertson, S.H.; /McGill U.

    2006-08-28

    Results from the BABAR experiment are presented for searches for several rare FCNC B and D meson decays, including the modes B{sup 0} {yields} {ell}{sup +}{ell}{sup -} and D{sup 0} {yields} {ell}{sup +}{ell}{sup -}, B {yields} ({rho},{omega}){gamma} and B{sup +} {yields} (K,{pi}){sup +}{nu}{bar {nu}}. Limits on lepton flavor violation in neutrino-less {tau} decays are also discussed. Finally, results of BABAR searches for the strange pentaquark states {Theta}{sup +}(1540), {Xi}{sup --}(1860) and {Xi}{sup 0}(1860) are summarized.

  19. A separate Higgs?

    SciTech Connect

    Barger, V.; Deshpande, N.G.; Hewett, J.L. |; Rizzo, T.G. |

    1992-11-01

    We investigate the possibility of a multi-Higgs doublet model where the lightest neutral Higgs boson (h{sup o}) decouples from the fermion sector. We are partially motivated by the four {ell}{sup +}{ell}{sup {minus}} events with M{gamma}{gamma} {approx_equal} 60 GeV recently observed by the L3 collaboration, which could be a signal for Z {yields} (Z{sup *} {yields} {ell}{sup +}{ell}{sup {minus}}) + (h{sup o} {yields} {gamma}{gamma}). Collider signatures for the additional physical Higgs bosons present in such models are discussed.

  20. Late-time Kerr tails: generic and non-generic initial data sets, 'up' modes, and superposition

    NASA Astrophysics Data System (ADS)

    Burko, Lior M.; Khanna, Gaurav

    2011-01-01

    Three interrelated questions concerning Kerr spacetime late-time scalar-field tails are considered numerically, specifically the evolutions of generic and non-generic initial data sets, the excitation of 'up' modes, and the resolution of an apparent paradox related to the superposition principle. We propose to generalize the Barack-Ori formula for the decay rate of any tail multipole given a generic initial data set, to the contribution of any initial multipole mode. Our proposal leads to a much simpler expression for the late-time power-law index. Specifically, we propose that the late-time decay rate of a kinematically allowed Yellm spherical harmonic multipole moment because of an initial Y_{\\ell ^{\\prime } m} multipole is independent of the azimuthal number m and is given by t-n, where n = ell' + ell + 1 for ell < ell' and n = ell' + ell + 3 for ell >= ell'. We also show explicitly that the angular symmetry group of a multipole does not determine its late-time decay rate.

  1. 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…

  2. 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…

  3. 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…

  4. Rater Language Background as a Source of Measurement Error in the Testing of English Language Learners

    ERIC Educational Resources Information Center

    Kachchaf, Rachel; Solano-Flores, Guillermo

    2012-01-01

    We examined how rater language background affects the scoring of short-answer, open-ended test items in the assessment of English language learners (ELLs). Four native English and four native Spanish-speaking certified bilingual teachers scored 107 responses of fourth- and fifth-grade Spanish-speaking ELLs to mathematics items administered in…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. Options for English Language Learners

    ERIC Educational Resources Information Center

    Minaya-Rowe, Liliana

    2008-01-01

    Between 69 percent and 90 percent of English language learners (ELLs) in middle and high schools were born in the United States and have been in U.S. schools since kindergarten still have not achieved the academic proficiency to succeed in an all-English mainstream program. Various ELL program options are available for school districts to…

  11. 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…

  12. Building Academic Vocabulary in After-School Settings: Games for Growth with Middle School English-Language Learners

    ERIC Educational Resources Information Center

    Townsend, Dianna

    2009-01-01

    Adolescent English-language learners (ELLs) encounter increasingly difficult academic language as they progress through school. This article describes the design of an after-school intervention, Language Workshop, created to help middle school ELLs build their knowledge of academic vocabulary words. Evidence-based principles of vocabulary…

  13. Writing Instruction and Assessment for English Language Learners K-8

    ERIC Educational Resources Information Center

    Lenski, Susan; Verbruggen, Frances

    2010-01-01

    Many English language learners (ELLs) require extra support to become successful writers. This book helps teachers understand the unique needs of ELLs and promote their achievement by adapting the effective instructional methods they already know. Engaging and accessible, the book features standards-based lesson planning ideas, examples of student…

  14. Using Curriculum-Based Measurement to Monitor Secondary English Language Learners' Responsiveness to Peer-Mediated Reading Instruction

    ERIC Educational Resources Information Center

    Wayman, Miya Miura; McMaster, Kristen L.; Saenz, Laura M.; Watson, Jill A.

    2010-01-01

    The purpose of this article is to explore the use of reading aloud and maze Curriculum-Based Measures (CBMs) to evaluate the responsiveness of secondary-level English language learners (ELLs) to peer-mediated instruction. First, we briefly summarize research on instructional practices for ELLs, highlighting the need for further work to identify…

  15. 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…

  16. Beyond Learning Styles: Brain-Based Research and English Language Learners

    ERIC Educational Resources Information Center

    Lombardi, Judy

    2008-01-01

    In this article, the author discusses ways in which teachers can implement brain-based research in teaching English language learners (ELLs). Teachers of ELLs can draw on recently developed brain-based research applied to other learners, in addition to their considerations of multicultural strategies, learning styles, and diverse needs. Equipped…

  17. Tiered Texts: Supporting Knowledge and Language Learning for English Learners and Struggling Readers

    ERIC Educational Resources Information Center

    Moss, Barbara; Lapp, Diane; O'Shea, Mary

    2011-01-01

    One of the most persistent challenges facing teachers is the need to provide effective literacy instruction for adolescent English language learners (ELLs). The literacy crisis for these students is a compelling one; only 4% of eighth-grade ELLs scored at the proficient or advanced level on the reading portion of the 2005 National Assessment for…

  18. Strength-Based RTI: Developing Gifted Potential in Spanish-Speaking English Language Learners

    ERIC Educational Resources Information Center

    Bianco, Margarita; Harris, Bryn

    2014-01-01

    This article proposes a strength-based response to intervention (RTI) model for developing and identifying gifted potential in English language learners (ELLs). In the recent years, much has been written about RTI; however, the potential of RTI for meeting the needs of gifted ELLs has not yet been explored. This article seeks to address this void…

  19. Methods for Evaluating the Validity of Test Scores for English Language Learners

    ERIC Educational Resources Information Center

    Sireci, Stephen G.; Han, Kyung T.; Wells, Craig S.

    2008-01-01

    In the United States, when English language learners (ELLs) are tested, they are usually tested in English and their limited English proficiency is a potential cause of construct-irrelevant variance. When such irrelevancies affect test scores, inaccurate interpretations of ELLs' knowledge, skills, and abilities may occur. In this article, we…

  20. Examining Differential Item Functioning Trends for English Language Learners in a Reading Test: A Meta-Analytical Approach

    ERIC Educational Resources Information Center

    Koo, Jin; Becker, Betsy Jane; Kim, Young-Suk

    2014-01-01

    In this study, differential item functioning (DIF) trends were examined for English language learners (ELLs) versus non-ELL students in third and tenth grades on a large-scale reading assessment. To facilitate the analyses, a meta-analytic DIF technique was employed. The results revealed that items requiring knowledge of words and phrases in…

  1. 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…

  2. The Need for Speed: A Critical Discourse Analysis of the Reclassification of English Language Learners in Arizona

    ERIC Educational Resources Information Center

    Leckie, Alisa G.; Kaplan, Suzanne E.; Rubinstein-Avila, Eliane

    2013-01-01

    Several states, including Arizona, have enacted English-only legislation, within the past decade, impacting the schooling of students who are identified as English language learner (ELLS). As a result, ELLS in Arizona are assigned to a prescriptive program--apart from their fluent English-speaking peers--for 4 h a day, during a time "not normally…

  3. School Science or Disciplinary Science? Discourse Encountered and Practiced by English Language Learners in an International High School Science Classroom

    ERIC Educational Resources Information Center

    Wai, June Wan

    2012-01-01

    Despite the increased promotion of integrated language and content instruction, large gaps in academic achievement persist between English language learners (ELLs) and their English-proficient peers (New York State Education Department, 2011c). In this study, I employ practitioner research methods to investigate ELLs' experiences in an…

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

    ERIC Educational Resources Information Center

    Duncan, Tamara Sorenson; Paradis, Johanne

    2016-01-01

    Purpose: 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. Method: Participants were 75 typically developing ELLs (mean age 5;8 [years;months]) whose exposure to…

  5. 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…

  6. 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…

  7. Developing Agency for Advocacy: Collaborative Inquiry-Focused School-Change Projects as Transformative Learning for Practicing Teachers

    ERIC Educational Resources Information Center

    Brooks, Katie; Adams, Susan R.

    2015-01-01

    Many general education educators have little pre-service preparation or in-service professional development for teaching students who are English language learners (ELL). Yet, ELLs are one of the fastest growing student populations in the United States. While teachers typically espouse the view that all students can learn, they do not often have…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. Blending Theories for Instructional Design: Creating and Implementing the Structure, Environment, Experience, and People (SEEP) Model

    ERIC Educational Resources Information Center

    Wold, Kari A.

    2011-01-01

    This article proposes an instructional design model for blended learning writing courses for English language learners (ELLs). It will do so by combining the main points of the cognitive load, activity, sociocultural, and transactional distance theories to present four tenets essential for optimal learning for ELLs: structure, environment,…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. Enablers and Inhibitors to English Language Learners' Research Process in a High School Setting

    ERIC Educational Resources Information Center

    Kim, Sung Un

    2015-01-01

    This researcher sought to examine enablers and inhibitors to English language learner (ELL) students' research process within the framework of Carol C. Kuhlthau's Information Search Process (ISP). At a high school forty-eight ELL students in three classes, an English as a Second Language (ESL) teacher, and a biology teacher participated in the…

  19. 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…

  20. Measurements of Exclusive B to X(C) L Anti-Nu(L) Decays And |V(Cb)| at BaBar

    SciTech Connect

    Pegna, David Lopes; /Princeton U.

    2011-10-12

    The authors present recent results on exclusive {bar B} {yields} X{sub c}{ell}{sup -}{bar {nu}}{sub {ell}} decays and measurements of the CKM matrix element |V{sub cb}| based on data collected at the {Upsilon}(4S) resonance with the BABAR detector at the PEP-II e{sup +}e{sup -} storage rings.

  1. Supporting English-Language Learners in Social Studies Class: Results from a Study of High School Teachers

    ERIC Educational Resources Information Center

    Szpara, Michelle Yvonne; Ahmad, Iftikhar

    2007-01-01

    Content-area instruction for English-language learners (ELLs) represents a growing area of instructional need in U.S. high schools. In this article, the authors focus on diverse approaches to developing an effective instructional environment for teaching secondary-level social studies curriculum to ELLs. The authors participated in a…

  2. 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.…

  3. 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…

  4. 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…

  5. Classroom Instruction and the Mathematics Achievement of Non-English Learners and English Learners

    ERIC Educational Resources Information Center

    Valle, Melisa S.; Waxman, Hersh C.; Diaz, Zulmaris; Padron, Yolanda N.

    2013-01-01

    The authors, in a nonexperimental randomized study, used national data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) to examine present instructional practices for Grade 5 mathematics classrooms and its impact on achievement for White non-Hispanic non-English language learners (ELLs), Hispanic non-ELLs, and Hispanic…

  6. 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…

  7. 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-…

  8. Professional Development for Practicing Mathematics Teachers: A Critical Connection to English Language Learner Students in Mainstream USA Classrooms

    ERIC Educational Resources Information Center

    Ross, Karen E. L.

    2014-01-01

    This article examines the effects of changing teacher self-efficacy on student achievement. Results from a quantitative study of mathematics teachers in a USA mid-Atlantic state showed that teachers experienced reduced self-efficacy when working with English language learner students (ELLs) relative to non-ELLs. Further, the article explores…

  9. 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,…

  10. 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…

  11. 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…

  12. Benefits of Computer-Assisted Instruction to Support Reading Acquisition in English Language Learners

    ERIC Educational Resources Information Center

    Macaruso, Paul; Rodman, Alyson

    2011-01-01

    Young children who are English language learners (ELLs) face major challenges in learning to read English. This study examined whether computer-assisted instruction (CAI) can be beneficial to ELL kindergartners enrolled in bilingual classes. The CAI programs provided systematic and structured exercises in developing phonological awareness and…

  13. Ensuring Accommodations Used in Content Assessments Are Responsive to English-Language Learners

    ERIC Educational Resources Information Center

    Willner, Lynn Shafer; Rivera, Charlene; Acosta, Barbara D.

    2009-01-01

    This column offers an overview of the requirements for including and accommodating English-language learners (ELLs) in content assessments and an explanation of how accommodations for ELLs work. It concludes with recommendations drawn from research and practice to ensure accommodations are assigned and implemented in ways that are likely to…

  14. Common Assumptions vs. the Evidence: English Language Learners in the United States--A Reference Guide

    ERIC Educational Resources Information Center

    Gil, Libia; Bardack, Sarah

    2010-01-01

    There is an extensive history of educating English language learners (ELLs) and new arrivals to this country with inconsistent and controversial approaches. The question of how best to teach language and content for ELLs and new immigrants remains largely unresolved in our school practices and state policies. There are contrasting perspectives on…

  15. 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…

  16. Meeting the Literacy Development Needs of Adolescent English Language Learners through Content-Area Learning. Part Two: Focus on Classroom Teaching and Learning Strategies

    ERIC Educational Resources Information Center

    Meltzer, Julie; Hamann, Edmund T.

    2005-01-01

    Today, English language learners (ELLs) represent an increasing proportion of U.S. middle and high school enrollment. As a result, mainstream content-area teachers are more likely than ever to have ELLs in their classrooms. At the same time, education policymakers and researchers are increasingly calling for improved academic literacy development…

  17. Teacher Education and Supporting Immigrant Students in the Standards-Based Education Era

    ERIC Educational Resources Information Center

    Hamann, Ted

    2012-01-01

    The author often teaches a course titled "Teaching ELLs in the Content Areas," including this past summer (2012). Acknowledging that education of English-language learners (ELLs) and immigrant education are overlapping rather than fully synonymous, students in a recent rendering of this class raised a number of interesting issues that connect to…

  18. English Language Learners, Comprehensive School Reform, and State Education Agencies: An Overlooked Opportunity to Make Comprehensive School Reform Comprehensive

    ERIC Educational Resources Information Center

    Hamann, Edmund T.; Zuliani, Ivana; Hudak, Matthew

    2005-01-01

    After verifying that the federally supported Comprehensive School Reform Demonstration (CSRD) program schools in the 7 states studied had a disproportionately high English Language Learner (ELL) population, we examined the understandings and guidance about ELLs that was included by those states' state education agencies (SEAs) in the policy…

  19. 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…

  20. A Case Study of English Language Learners in a Digital Classroom: Exploring the Experiences of Students and Teachers Using iPads for Linguistic Development and Content Knowledge Acquisition

    ERIC Educational Resources Information Center

    Prince, Johanna

    2014-01-01

    English Language Learners (ELLs) must develop a full range of language skills to participate in the academic discourse of school. This population is a growing demographic in the United States and abroad; and meeting the linguistic needs of ELL students in the mainstream classroom is relevant to teachers across the globe. Technology can be a…

  1. Reading Difficulties and Grade Retention: What's the Connection for English Language Learners?

    ERIC Educational Resources Information Center

    Bowman-Perrott, Lisa J.; Herrera, Socorro; Murry, Kevin

    2010-01-01

    Much of the student diversity in U.S. schools reflects increasing numbers of English language learners (ELL). ELL represent a very heterogeneous group in terms of their native language proficiency, educational experiences, access to quality early childhood programs, and immigration experiences. An unfortunate commonality they often share is poor…

  2. 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…

  3. Bridging Two Worlds: Reading Comprehension, Figurative Language Instruction, and the English-Language Learner

    ERIC Educational Resources Information Center

    Palmer, Barbara C.; Shackelford, Vikki S.; Miller, Sharmane C.; Leclere, Judith T.

    2006-01-01

    The authors discuss the challenges encountered by English-language learners (ELLs) as they attempt to interpret the figurative language of their new cultures. Providing ELL students with explicit instruction in interpreting figurative language--a bridge to reading comprehension--is a significant goal for teachers who design instruction for…

  4. High-Stakes Plumbing in the Twenty-First Century: Fixing the Cracks in the Academic Pipeline for Undocumented English Language Learners

    ERIC Educational Resources Information Center

    Hansen-Thomas, Holly; Sourdot, Ludovic A.

    2015-01-01

    This article examines the severe educational crisis in the United States regarding the ability of institutions of higher education to recruit, retain and appropriately serve Latin@ English Language Learners (ELLs). In particular, it highlights the plight of undocumented ELLs who attend U.S. high schools and universities, but cannot work upon…

  5. A National Perspective: A Mixed-Methods Analysis of the Impact of High Stakes Testing on English Language Learners in Major Urban High Schools in Texas

    ERIC Educational Resources Information Center

    Petterway, Arthur L.; Kritsonis, William Allan

    2006-01-01

    The purpose of this article is to analyze the issues and challenges faced by English Language Learners (ELLs) and the public schools that absorb them. Ample research has been conducted on the intrinsic validity of standardized assessments, and separately, on the factors affecting the assimilation and integration of ELLs. However, the reliability…

  6. The Impact of High Stakes Testing on the Academic Achievement of English Language Learners in Texas Public Education: National Implications

    ERIC Educational Resources Information Center

    Petterway, Arthur L.; Kritsonis, William Allan; Herrington, David

    2006-01-01

    The purpose of this article is to analyze the issues and challenges faced by English Language Learners (ELLs) and the public schools that absorb them. Ample research has been conducted on the intrinsic validity of standardized assessments, and separately, on the factors affecting the assimilation and integration of ELLs. However, the reliability…

  7. 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…

  8. Elementary Teachers' Perceptions of Preparedness in Meeting the Needs of English Language Learners

    ERIC Educational Resources Information Center

    Simmons-Deveaux, Hermia C.

    2012-01-01

    With an increase in the number of ELLs entering public schools across the nation, and the lack of knowledge and skill of classroom teachers to address challenges associated with ELLs, identifying effective educational resources for teachers is critical. The focus of this qualitative descriptive case study was to provide insight into the…

  9. 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…

  10. 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…

  11. An Examination of an English Language Development Professional Learning Community

    ERIC Educational Resources Information Center

    Vargas, Lilia A.

    2012-01-01

    California has the largest enrollment and fastest growing population of English Language Learners (ELLs) in the country. Just as ELLs enter school with diverse academic, linguistic, cultural, and social assets, teachers also enter the classroom with varying levels of preparation, skills, experiences, and knowledge about how to meet the cultural…

  12. Top quark mass measurement from dilepton events at CDF II

    SciTech Connect

    Abulencia, A.; Acosta, D.; Adelman, Jahred A.; Affolder, Anthony A.; Akimoto, T.; Albrow, M.G.; Ambrose, D.; Amerio, S.; Amidei, D.; Anastassov, A.; Anikeev, K.; /Taiwan, Inst. Phys. /Argonne /Barcelona, IFAE /Baylor U. /INFN, Bologna /Brandeis U. /UC, Davis /UCLA /UC, San Diego /UC, Santa Barbara /Cantabria Inst. of Phys.

    2005-12-01

    We report a measurement of the top quark mass using events collected by the CDF II Detector from p{bar p} collisions at {radical}s = 1.96 TeV at the Fermilab Tevatron. We calculate a likelihood function for the top mass in events that are consistent with t{bar t} {yields} {bar b}{ell}{sup -}{bar {nu}}{sub {ell}}b{ell}{prime}{sup +}{nu}{sub {ell}}{prime} decays. The likelihood is formed as the convolution of the leading-order matrix element and detector resolution functions. The joint likelihood is the product of likelihoods for each of 33 events collected in 340 pb{sup -1} of integrated luminosity, yielding a top quark mass M{sub t} = 165.2 {+-} 6.1(stat.) {+-} 3.4(syst.) GeV/c{sup 2}. This first application of a matrix-element technique to t{bar t} {yields} b{ell}{sup +}{nu}{sub {ell}}{bar b}{ell}{prime}{sup -}{bar {nu}}{sub {ell}}, decays gives the most precise single measurement of M{sub t} in dilepton events. Combined with other CDF Run II measurements using dilepton events, we measure M{sub t} = 167.9 {+-} 5.2(stat.) {+-} 3.7(syst.) GeV/c{sup 2}.

  13. Descriptive Analyses of English Language Learner Student Enrollment Data in Kentucky, Tennessee, Virginia, and West Virginia. REL Technical Brief. REL 2012-No. 024

    ERIC Educational Resources Information Center

    Zehler, Annette M.; Yin, Chengbin; Donovan, Anne

    2012-01-01

    State administrators in the Regional Educational Laboratory Appalachia Region (Kentucky, Tennessee, Virginia, and West Virginia) are responding to increased enrollment of English language learner (ELL) students in grades K-12, including in school districts that previously did not enroll ELL students or enrolled only a small number of them. ELL…

  14. 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…

  15. 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…

  16. 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…

  17. The Importance of Student Centered Democratic Education & the Effects on Placement of English Language Learners

    ERIC Educational Resources Information Center

    Knudsen, Ana

    2009-01-01

    This article explores the theoretical framework upon which a democratic classroom is based, and the effects that a curriculum based on social justice has on English Language Learners (ELLs). Furthermore, it explores authentic means of assessing ELLs, in addition to other more traditional and standardized testing. In a social justice framework, all…

  18. English Language Teacher Expertise: The Elephant in the Room

    ERIC Educational Resources Information Center

    Harper, Candace A.; de Jong, Ester J.

    2009-01-01

    School has become a high-stakes environment for K-12 English language learners (ELLs) who are increasingly taught in mainstream classes where they are expected to meet grade-appropriate standards developed for fluent English speakers and where they must demonstrate achievement through standardized tests in English. The mainstreaming of ELLs, along…

  19. 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…

  20. 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…

  1. 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.…

  2. High Stakes Testing: Issues, Implications, and Remedies for English Language Learners

    ERIC Educational Resources Information Center

    Solorzano, Ronald W.

    2008-01-01

    This article discusses the issues and implications of high stakes tests on English language learners (ELLs). As ELLs are being included in all high stakes assessments tied to accountability efforts (e.g., No Child Left Behind), it is crucial that issues related to the tests be critically evaluated relative to their use. In this case, academic…

  3. 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…

  4. Content-Based Instruction for English Language Learners: An Exploration across Multiple Classroom Settings

    ERIC Educational Resources Information Center

    Park, Seo Jung

    2009-01-01

    This study explored the content-based literacy instruction of English language learners (ELLs) across multiple classroom settings in U.S. elementary schools. The following research questions guided the study: (a) How are ELLs taught English in two types of instructional settings: regular content-area literacy instruction in the all-English…

  5. 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…

  6. 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…

  7. English Language Learners at the Crossroads of Educational Reform

    ERIC Educational Resources Information Center

    Fillmore, Lily Wong

    2014-01-01

    In this essay, the author argues that English language learners (ELLs) can meet and exceed the Common Core State Standards, and that more complex materials are in fact precisely what they need. Lack of access to such materials is what prevents ELLs from attaining full proficiency in English.

  8. Teacher Skills to Support English Language Learners

    ERIC Educational Resources Information Center

    Short, Deborah; Echevarria, Jana

    2005-01-01

    Because most English language learners receive instruction in content-area classes, teachers of these classes need to understand the varying backgrounds of ELLs and their different levels of conversational and academic English skills. The authors have developed a research-based model for effectively delivering sheltered instruction to ELLs in…

  9. 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,…

  10. Language-Learning Experiences as a Source of Personal Practical Knowledge for General Classroom Teachers of English Language Learners

    ERIC Educational Resources Information Center

    O'Toole, Joanne E.

    2010-01-01

    It is well documented that general classroom teachers have not been adequately prepared to address the unique needs of the English language learners (ELLs) that many are now teaching for the first time (Cartiera, 2006; Giambo & Szecsi, 2005; Short & Echevarria, 2004). With ELLs' presence growing in U. S. public schools (e.g., August, 2006;…

  11. Science Education with English Language Learners: Synthesis and Research Agenda

    ERIC Educational Resources Information Center

    Lee, Okhee

    2005-01-01

    This review analyzes and synthesizes current research on science education with ELLs. Science learning outcomes with ELLs are considered in the context of equitable learning opportunities. Then, theoretical perspectives guiding the research studies reviewed here are explained, and the methodological and other criteria for inclusion of these…

  12. Teachers' Awareness of Their Diverse Classrooms: The Nature of Elementary Teachers' Reflections on Their Science Teaching Practice

    ERIC Educational Resources Information Center

    Deaton, Cynthia C. Minchew; Deaton, Benjamin; Koballa, Thomas

    2014-01-01

    This multiple case study examined the reflections of elementary teachers as they taught science to English language learners (ELLs). The six participants in this study developed explanations about their science teaching with ELLs as they engaged in reflective practice using video-based tools during a professional development experience. Open…

  13. Parents' Perceptions, Decisions, and Influences: Korean Immigrant Parents Look at Language Learning and Their Children's Identities

    ERIC Educational Resources Information Center

    Kim, Hye Yeong

    2011-01-01

    The growing population of young English language learners (ELLs) in American schools creates an urgency for educators to understand, value, and support the wide array of students' native language practices as a way to support both the ELLs' first language and their native cultures and communities. Considerable research shows the importance of…

  14. Preparing Teachers to Work with English Learners: Exploring the Potential for Transformative Learning in an Online English as a Second Language for Educators Course

    ERIC Educational Resources Information Center

    Dewing, Stephanie E.

    2012-01-01

    The number of English language learners (ELLs) in the United States school system is growing rapidly. Much of the responsibility for teaching ELLs lies with regular classroom teachers. However, little training is being provided to help them. From a sociocultural perspective and drawing on constructive-developmental theories of adult learning and…

  15. Modified Guided Reading: Gateway to English as a Second Language and Literacy Learning

    ERIC Educational Resources Information Center

    Avalos, Mary A.; Plasencia, Alina; Chavez, Celina; Rascon, Josefa

    2007-01-01

    Guided reading is an important component of a comprehensive literacy program. Using this approach to reading instruction is beneficial to all students, including English-language learners (ELLs). While guided reading is generally used in the early elementary grades, this approach is recommended for ELLs of all ages when appropriate methods and…

  16. Schoolyard Inquiry for English Language Learners

    ERIC Educational Resources Information Center

    Westervelt, Miriam

    2007-01-01

    This article presents outdoor inquiry activities to help English Language Learner (ELL) students learn life science concepts. As a public high school ELL science teacher, the author of this article use these place-based and scaffolded inquiry activities outside to reinforce concepts she teaches in the classroom all year long. Through inductive…

  17. 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…

  18. Teacher Professional Development to Improve Science and Literacy Achievement of English Language Learners

    ERIC Educational Resources Information Center

    Lee, Okhee; Buxton, Cory A.

    2013-01-01

    The school-aged population in the United States is becoming more culturally and linguistically diverse, while achievement gaps across content areas persist. At the same time, more rigorous academic demands are being placed on all students, including English language learners (ELLs). Teachers of ELLs face the double challenge of promoting English…

  19. 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.…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. Measurement of |Vcb| and the Form-Factor Slope in Bbar -> Dlnu Decays in Events Tagged by a Fully Reconstructed B Meson

    SciTech Connect

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

    2011-06-30

    We present a measurement of the Cabibbo-Kobayashi-Maskawa matrix element |V{sub cb}| and the form-factor slope {rho}{sup 2} in {bar B} {yields} D{ell}{sup -} {bar {nu}}{sub {ell}} decays based on 460 million B{bar B} events recorded at the {Gamma}(4S) resonance with the BABAR detector. {bar B} {yields} D{ell}{sup -} {bar {nu}}{sub {ell}} decays are selected in events in which a hadronic decay of the second B meson is fully reconstructed. We measure the differential decay rate and determine G(1)|V{sub cb}| = (43.0 {+-} 1.9 {+-} 1.4) x 10{sup -3} and {rho}{sup 2} = 1.20 {+-}0.09 {+-} 0.04, where G(1) is the hadronic form factor at the point of zero recoil. We also determine the exclusive branching fractions and find {Beta}(B{sup -} {yields} D{sup 0} {ell}{sup -}{bar {nu}}{sub {ell}}) = (2.31 {+-} 0.08 {+-} 0.09)% and {Beta}(B{sup 0} {yields} D{sup +} {ell}{sup -} {bar {nu}}{sub {ell}}) = (2.23 {+-} 0.11 {+-} 0.11)%.

  6. A Model-Independent Search for the decay B->l nu gamma

    SciTech Connect

    Aubert, Bernard; Karyotakis, Y.; Lees, J.P.; Poireau, V.; Prencipe, E.; Prudent, X.; Tisserand, V.; Garra Tico, J.; Grauges, E.; Martinelli, M.; Palano, A.; Pappagallo, M.; Eigen, G.; Stugu, B.; Sun, L.; Battaglia, M.; Brown, David Nathan; Kerth, L.T.; Kolomensky, Yu.G.; Lynch, G.; Osipenkov, I.L.; /more authors..

    2012-10-09

    The authors present a search for the radiative leptonic decay B{sup +} {yields} {ell}{sup +}{nu}{sub {ell}}{gamma}, where {ell} = e, {mu}, using a data sample of 465 million B{bar B} pairs collected by the BABAR experiment. In this analysis, they fully reconstruct the hadronic decay of one of the B mesons in {Upsilon}(4S) {yields} B{sup +}B{sup -} decays, then search for evidence of B{sup +} {yields} {ell}{sup +}{nu}{sub {ell}}{gamma} in the rest of the event. They observe no significant evidence of signal decays and report model-independent branching fraction upper limits of {Beta}(B{sup +} {yields} e{sup +}{nu}{sub e}{gamma}) < 17 x 10{sup -6}, {Beta}(B{sup +} {yields} {mu}{sup +}{nu}{sub {mu}}{gamma}) < 24 x 10{sup -6}, and {Beta}(B{sup +} {yields} {ell}{sup +}{nu}{sub {ell}}{gamma}) < 15.6 x 10{sup -6} ({ell} = e or {mu}), all at the 90% confidence level.

  7. Angular Distributions in the Decays B to K*l+l-

    SciTech Connect

    Collaboration, The BABAR; Aubert, B.

    2008-05-02

    The authors use a sample of 384 million B{bar B} events collected with the BABAR detector at the PEP-II e{sup +}e{sup -} collider to study angular distributions in the rare decays B {yields} K*{ell}{sup +}{ell}{sup -}, where {ell}{sup +}{ell}{sup -} is either e{sup +}e{sup -} or {mu}{sup +}{mu}{sup -}. For low dilepton invariant masses, m{sub {ell}{ell}} < 2.5 GeV/c{sup 2}, they measure a lepton forward-backward asymmetry {Alpha}{sub FB} = 0.24{sub -0.23}{sup +0.18} {+-} 0.05 and K* longitudinal polarization F{sub L} = 0.35 {+-} 0.16 {+-} 0.04. For m{sub {ell}{ell}} > 3.2 GeV/c{sup 2}, they measure {Alpha}{sub FB} = 0.76{sub -0.32}{sup +0.52} {+-} 0.07 and F{sub L} = 0.71{sub -0.22}{sup 0.20} {+-} 0.04.

  8. 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…

  9. Teachers' Perceptions of Effective School-Wide Programs and Strategies for English Language Learners

    ERIC Educational Resources Information Center

    Téllez, Kip; Manthey, George

    2015-01-01

    Data suggest that teachers lack confidence in teaching English language learners (ELLs). Teachers' perceived shortcomings have been identified but little is known about why these perceptions exist or how they might be associated with broader measures of efficacy. We surveyed 578 Californian teachers of ELLs to explore the relations among…

  10. 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…

  11. 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…

  12. 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…

  13. Preparing Teachers to Create a Mainstream Science Classroom Conducive to the Needs of English-Language Learners: A Feminist Action Research Project

    ERIC Educational Resources Information Center

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

    2005-01-01

    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…

  14. 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…

  15. 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…

  16. Effective Instruction for English Language Learners: Supporting Text-Based Comprehension and Communication Skills. Teaching Practices That Work Series

    ERIC Educational Resources Information Center

    Jacobson, Julie; Johnson, Kelly; Lapp, Diane

    2011-01-01

    This teacher-friendly guide is packed with motivating lessons designed to improve the content learning and literacy skills of English language learners (ELLs) in K-8. Offering research-supported strategies that teachers can implement immediately, the book explains how to use content-area texts to support ELLs' growth in five crucial areas:…

  17. The Effect of a Structured Story Reading Intervention, Story Retelling and Higher Order Thinking for English Language and Literacy Acquisition

    ERIC Educational Resources Information Center

    Cruz de Quiros, Ana M.; Lara-Alecio, Rafael; Tong, Fuhui; Irby, Beverly J.

    2012-01-01

    The purpose of this study was to investigate the effectiveness of structured story reading intervention, "S"tory re"T"elling and higher order thinking for "E"nglish "L"anguage and "L"iteracy "A"cquisition (STELLA), delivered to 38 Hispanic English language learners (ELL) placed in an enhanced transitional bilingual programme over 2 years from…

  18. 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,…

  19. 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…

  20. High School Exit Exams and Hispanics

    ERIC Educational Resources Information Center

    Adam, Michelle

    2005-01-01

    This article deals with the report, entitled "State High School Exit Exams: A Maturing Reform", that addressed the achievement gaps that exist for minority and English language learner (ELL) populations. In this article, the author shows how Hispanics and ELLs lag behind Caucasians in terms of passing percentage in different subject areas. The…

  1. Meeting the Needs of a Latino English Language Learner through Teacher Research

    ERIC Educational Resources Information Center

    Taube, Sylvia R.; Polnick, Barbara E.; Lane, Jacqueline Minor

    2006-01-01

    Over the years, Ms. Lane's third grade mathematics classroom had become increasingly diverse. Challenged by the growing population of English Language Learners (ELL) and her need to change her teaching practice to meet their needs, Ms. Lane selected to study how best to teach one of her greatest challenges, Ana, a Latino ELL who also had a…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. Grade 8 to 12 Academic Growth Patterns for English Language Learners and Students with Disabilities. ACT Research Report Series, 2012 (1)

    ERIC Educational Resources Information Center

    Bassiri, Dina; Allen, Jeff

    2012-01-01

    Under the current version of the Elementary and Secondary Education Act (ESEA), public schools must show consistent improvement in achievement for all students including English language learners (ELL) and students with disabilities. The assessment of ELL students and students with disabilities can present unique challenges to schools that must…

  7. Core Strategies to Support English Language Learners

    ERIC Educational Resources Information Center

    Barr, Sheldon; Eslami, Zohreh R.; Joshi, R. Malatesha

    2012-01-01

    Reading and vocabulary instruction can serve as an instructional process to respond to English language learner (ELL) needs. The purpose of this review of literature was to determine whether reading and vocabulary instruction should be used as core strategies for supporting ELLs requiring interventions as a response to the Texas English Language…

  8. Building Connections to Literacy Learning among English Language Learners: Exploring the Role of School Counselors

    ERIC Educational Resources Information Center

    Cook, Amy L.

    2015-01-01

    English language attainment and literacy acquisition are of significant importance to achieving academic success and college and career readiness in the United States. The rise in evidence-based standards requires concerted efforts by educators to meet the literacy needs of English language learners (ELLs). When collaborating with ELL teachers,…

  9. 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…

  10. 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…

  11. Connecting English Language Proficiency, Statewide Assessments, and Classroom Performance

    ERIC Educational Resources Information Center

    Albus, Debra; Klein, Jean A.; Liu, Kristin; Thurlow, Martha

    2004-01-01

    English language learners (ELLs) were once expected to learn English before they learned critical content needed to succeed in school, but this is longer true, because now federal education laws require that ELLs be held to the same academic standards as other students. There are, however, requirements to assess and document progress on tests of…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. Building the Evidence-Base of Effective Reading Strategies to Use with Deaf English-Language Learners

    ERIC Educational Resources Information Center

    Guardino, Caroline; Cannon, Joanna E.; Eberst, Kimberley

    2014-01-01

    Nearly 25% of Deaf and Hard of Hearing (DHH) students come from homes where a language other than English is used and are known as English-Language Learners (ELLs). Evidence-based practices used to teach students who are DHH ELLs are imperative. To build an evidence-base, successful strategies must be examined across multiple researchers, sites,…

  18. 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…

  19. Sensitizing Teachers to English Language Learner Evaluation Procedures for Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Layton, Carol A.; Lock, Robin H.

    2002-01-01

    Identifying appropriate evaluation strategies for students who are English Language Learners (ELL) and have a learning disability is of critical importance in today's schools. A lack of sensitivity to the differences in ELL characteristics and those of learning disabilities has often resulted in over-identification for special education services.…

  20. 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…

  1. 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…

  2. 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…

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

    ERIC Educational Resources Information Center

    Turkan, Sultan; Liu, Ou Lydia

    2012-01-01

    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…

  4. Complexities and Issues to Consider in the Evaluation of Content Teachers of English Language Learners

    ERIC Educational Resources Information Center

    Turkan, Sultan; Buzick, Heather M.

    2016-01-01

    The current interest in evaluating teachers and teacher education programs provides an opportunity to consider the education of diverse learners in K-12 schools in the United States. We address teaching English language learners (ELLs), a rapidly growing population. Challenges lie in holding content teachers of ELLs accountable as they are not…

  5. 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…

  6. Top quark production cross-section at the Tevatron Run 2

    SciTech Connect

    S. Cabrera

    2003-06-04

    The top quark pair production cross-section {sigma}{sub t{bar t}} has been measured in p{bar p} collisions at center of mass energies of 1.96 TeV using Tevatron Run 2 data. In the beginning of Run 2 both CDF and D0 {sigma}{sub t{bar t}} measurements in the dilepton channel t{bar t} {yields} WbW{bar b} {yields} {bar {ell}}{nu}{sub {ell}}b{ell}{prime} {bar {nu}}{sub {ell}{prime}}{bar b} and in the lepton plus jets channel t{bar t} {yields} WbW{bar b} {yields} q{bar q}{prime} b{ell}{bar {nu}}{sub {ell}}{bar b} + {bar {ell}}{nu}{sub {ell}}bq{bar q}{prime} {bar b} agree with the NLO (Next-to-Leading-Order) theoretical predictions. The presence of a top signal in Tevatron data has been reestablished.

  7. Examination of Peer Review and Title I Monitoring Feedback Regarding the Inclusion and Accommodation of English Language Learners in State Content Assessments

    ERIC Educational Resources Information Center

    Willner, Lynn Shafer; Rivera, Charlene; Acosta, Barbara D.

    2010-01-01

    The purpose of this study was to investigate the extent to which English language learners (ELLs) are being offered meaningful opportunities to participate in state content assessments. Unfortunately the current collection and analysis of data about the inclusion of ELLs in accommodated and unaccommodated state assessments are, at best, variable…

  8. The Use of Generalizability (G) Theory in the Testing of Linguistic Minorities

    ERIC Educational Resources Information Center

    Solano-Flores, Guillermo; Li, Min

    2006-01-01

    We contend that generalizability (G) theory allows the design of psychometric approaches to testing English-language learners (ELLs) that are consistent with current thinking in linguistics. We used G theory to estimate the amount of measurement error due to code (language or dialect). Fourth- and fifth-grade ELLs, native speakers of…

  9. A Descriptive Analysis of Enrollment and Achievement among English Language Learner Students in Pennsylvania. Issues & Answers. REL 2012-No. 127

    ERIC Educational Resources Information Center

    O'Conner, Rosemarie; Abedi, Jamal; Tung, Stephanie

    2012-01-01

    This study describes English language learner (ELL) student enrollment and achievement trends in Pennsylvania public schools between 2002/03 and 2008/09. Two research questions guide this study: (1) How did the enrollment of ELL students in Pennsylvania public schools change between 2002/03 and 2008/09?; and (2) How did performance (the percentage…

  10. A Descriptive Analysis of Enrollment and Achievement among English Language Learner Students in Pennsylvania. Summary. Issues & Answers. REL 2012-No. 127

    ERIC Educational Resources Information Center

    O'Conner, Rosemarie; Abedi, Jamal; Tung, Stephanie

    2012-01-01

    This study describes English language learner (ELL) student enrollment and achievement trends in Pennsylvania public schools between 2002/03 and 2008/09. Two research questions guide this study: (1) How did the enrollment of ELL students in Pennsylvania public schools change between 2002/03 and 2008/09?; and (2) How did performance (the percentage…

  11. Research-Based Vocabulary Instruction for English Language Learners

    ERIC Educational Resources Information Center

    Chung, Stephanie F.

    2012-01-01

    A major reading-achievement gap exists between English language learners and English-only students. In order for ELLs to experience school success, they must achieve English language proficiency. This article presents why vocabulary acquisition plays the most vital role in ELLs' learning of the English language. Factors include the severity and…

  12. 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…

  13. Language and the Multisemiotic Nature of Mathematics

    ERIC Educational Resources Information Center

    de Oliveira, Luciana C.; Cheng, Dazhi

    2011-01-01

    This article explores how language and the multisemiotic nature of mathematics can present potential challenges for English language learners (ELLs). Based on two qualitative studies of the discourse of mathematics, we discuss some of the linguistic challenges of mathematics for ELLs in order to highlight the potential difficulties they may have…

  14. 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 outside-school lives…

  15. Integer Equal Flows

    SciTech Connect

    Meyers, C A; Schulz, A S

    2009-01-07

    The integer equal flow problem is an NP-hard network flow problem, in which all arcs in given sets R{sub 1}, ..., R{sub {ell}} must carry equal flow. We show this problem is effectively inapproximable, even if the cardinality of each set R{sub k} is two. When {ell} is fixed, it is solvable in polynomial time.

  16. 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…

  17. Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention

    ERIC Educational Resources Information Center

    Kamps, Debra; Abbott, Mary; Greenwood, Charles; Arreaga-Mayer, Carmen; Wills, Howard; Longstaff, Jennifer; Culpepper, Michelle; Walton, Cheryl

    2007-01-01

    This experimental/comparison study of secondary-level, small-group instruction included 318 first- and second-grade students (170 ELL and 148 English-only) from six elementary schools. All schools served high numbers of ELL students with varying school SES in urban and suburban communities. Experimental schools implemented a three-tier model of…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. Research Synthesis on Effective Teaching Practices for English Language Learners. Publication Series.

    ERIC Educational Resources Information Center

    Waxman, Hersh C.; Tellez, Kip

    This study synthesized research from 1990 to the present on effective teaching for English Language Learners (ELLs), focusing on instructional strategies and methods found to have the most educational benefit and value to the greatest number of ELLs. A total of nearly 100 potentially applicable articles were retrieved, and 34 were included in the…

  4. 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…

  5. High-Stakes Math Tests: How "No Child Left Behind" Leaves Newcomer English Language Learners behind

    ERIC Educational Resources Information Center

    Wright, Wayne E.; Li, Xiaoshi

    2008-01-01

    The "No Child Left Behind Act" establishes federal education policy for the United States, with a heavy focus on accountability through high-stakes testing. Provisions specific to English language learners (ELLs) include the mandate for their inclusion in state math tests, even for newcomer students enrolled for less than one year. Most ELLs take…

  6. Language Labs: Their Impact on English Language Learners

    ERIC Educational Resources Information Center

    Long, Jeanette R.

    2013-01-01

    Unacceptable use of the English language by English language learners (ELLs) at the college level has been determined to be a major deterrent to their success in academia. The problem is that ELLs who complete a language acquisition program may not necessarily perform well in core academic subjects because of persisting language barriers. It is…

  7. An Analysis of State Policies for the Inclusion and Accommodation of English Language Learners in State Assessment Programs during 1998-1999. Final Report.

    ERIC Educational Resources Information Center

    Rivera, Charlene; Stansfield, Charles W.; Scialdone, Lewis; Sharkey, Margaret

    This report presents a description of state policies regarding the participation of English language learners (ELLs) in statewide assessment programs during the 1998-1999 school year. The data collected included descriptions of policies: (1) for the inclusion and exemption of ELLs; (2) regarding the allowance or prohibition of accommodations in…

  8. 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,…

  9. 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…

  10. 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…

  11. The Effect of Grade Placement on English Language Learners' Academic Achievement

    ERIC Educational Resources Information Center

    Conger, Dylan

    2013-01-01

    Many English Language Learners (ELLs) migrate to the United States at older ages and administrators must choose a grade in which to place these new entrants as soon as they register for school. In this study, I estimate the effect of grade placement on the short-term academic performance of ELLs who enroll in the Miami-Dade County Public School…

  12. ESOL Teachers as Advocates: An Important Role?

    ERIC Educational Resources Information Center

    Linville, Heather A.

    2016-01-01

    Due to the fact that English language learners (ELLs) often do not have the same educational opportunities or outcomes as non-ELL students in the United States, the professional standards for initial certification for teaching English for speakers of other languages (ESOL) call on ESOL teachers to advocate for them. Yet little research exists on…

  13. Phonological Skills in English Language Learners

    ERIC Educational Resources Information Center

    Morrow, Alyse; Goldstein, Brian A.; Gilhool, Amanda; Paradis, Johanne

    2014-01-01

    Purpose: The purpose of this study was to examine the English phonological skills of English language learners (ELLs) over 5 time points. Method: Sound class accuracy, whole-word accuracy, percentage of occurrence of phonological patterns, and sociolinguistic correlational analyses were investigated in 19 ELLs ranging in age from 5;0…

  14. Evaluating the Effects of the University of Florida Literacy Initiative (UFLI) on the Reading Skills of Spanish-Speaking English Language Learners

    ERIC Educational Resources Information Center

    Arriaza de Allen, Stephanie Liset

    2010-01-01

    Many English language learners (ELLs) in schools experience reading difficulties, particularly Spanish-speaking students. This is a serious problem given the tendency for struggling readers to fall further behind as they advance in school. This issue becomes more pressing as the number of ELLs enrolled in schools rises and the availability of…

  15. 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…

  16. Effective School Practices Which Foster Academic Success for English Language Learners: Perceptions of Elementary School Principals and Teachers

    ERIC Educational Resources Information Center

    Osorio, Pablo E.

    2013-01-01

    Purpose: The purpose of this study was to determine the degree of implementation and importance of the 7 domains of effective school practice for English language learners (ELLs) (Williams, Hakuta, & Haertel, 2007) as perceived by principals and teachers of elementary schools serving ELL populations of 40% or greater that met AYP goals and…

  17. Incorporating English Language Learner Instruction within Special Education Teacher Preparation

    ERIC Educational Resources Information Center

    More, Cori M.; Spies, Tracy Griffin; Morgan, Joseph John; Baker, Joshua N.

    2016-01-01

    The number of students who are English language learners (ELL) is increasing significantly across the United States. As this number increases, so does the number of students who are ELL and being identified as having disabilities. The intersection of English language instruction and special education is an emerging field of scholarship, and it is…

  18. 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…

  19. 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…

  20. 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…