Science.gov

Sample records for elle elberg kristel

  1. Success with ELLs

    ERIC Educational Resources Information Center

    DelliCarpini, Margo, Ed.

    2008-01-01

    Working with English language learners (ELLs) in the English classroom brings a new layer to the teaching process for many teachers. Frequently they have had little coursework on effective practices for ELLs, and--without proper support--they can find themselves in a situation similar to some ELLs: sink or swim. Some English teachers mistakenly…

  2. 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…

  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. 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…

  5. Mediated Learning Experiences for ELLs

    ERIC Educational Resources Information Center

    Montgomery, Joel R.

    2008-01-01

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

  6. 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…

  7. Best Practices in ELL Instruction

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. ELL and EAF1 are Cajal Body Components That Are Disrupted in MLL-ELL Leukemia

    PubMed Central

    Polak, Paul E.; Simone, Federico; Kaberlein, Joseph J.; Luo, Roger T.; Thirman, Michael J.

    2003-01-01

    The (11;19)(q23;p13.1) translocation in acute leukemia results in the formation of a chimeric MLL-ELL fusion protein. ELL is an RNA Polymerase II (Pol II) transcriptional elongation factor that interacts with the recently identified EAF1 protein. Here, we show that ELL and EAF1 are components of Cajal bodies (CBs). Although ELL and EAF1 colocalize with p80 coilin, the signature protein of CBs, ELL and EAF1 do not exhibit a direct physical interaction with p80 coilin. Treatment of cells with actinomycin D, DRB, or α-amanitin, specific inhibitors of Pol II, disperses ELL and EAF1 from CBs, indicating that localization of ELL and EAF1 in CBs is dependent on active transcription by Pol II. The concentration of ELL and EAF1 in CBs links the transcriptional elongation activity of ELL to the RNA processing functions previously identified in CBs. Strikingly, CBs are disrupted in MLL-ELL leukemia. EAF1 and p80 coilin are delocalized from CBs in murine MLL-ELL leukemia cells and in HeLa cells transiently transfected with MLL-ELL. Nuclear and cytoplasmic fractionation revealed diminished expression of p80 coilin and EAF1 are not present in the nuclei of MLL-ELL leukemia cells. These studies are the first demonstration of a direct role of CB components in leukemogenesis. PMID:12686606

  14. Understanding Diversity of English Language Learners: Identification of ELLs and ELLs with Disabilities

    ERIC Educational Resources Information Center

    Wang, Charity

    2014-01-01

    English Language Learners (ELLs) are one of the fastest growing student populations throughout the country. With ELLs come unique challenges schools must navigate to best serve these students. One challenge is the identification of these students and proper placement and service within ELL programs offered by schools. Another challenge is…

  15. Test Review: ACCESS for ELLs[R

    ERIC Educational Resources Information Center

    Fox, Janna; Fairbairn, Shelley

    2011-01-01

    This article reviews Assessing Comprehension and Communication in English State-to-State for English Language Learners ("ACCESS for ELLs"[R]), which is a large-scale, high-stakes, standards-based, and criterion-referenced English language proficiency test administered in the USA annually to more than 840,000 English Language Learners (ELLs), in…

  16. 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…

  17. Co-Teaching to Support ELLs

    ERIC Educational Resources Information Center

    Beninghof, Anne; Leensvaart, Mandy

    2016-01-01

    Field Elementary School in Littleton, Colorado, had previously seen success with its pullout model of instruction for English language learners. However, as the English language learner (ELL) population increased to 42 percent, the school's performance on state assessments dropped, and it was clear that something different was needed. School…

  18. 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;…

  19. 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…

  20. Informal Reading Inventories and ELL Students

    ERIC Educational Resources Information Center

    Gandy, Sandra E.

    2013-01-01

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

  1. Imagining and Moving beyond the ESL Bubble: Facilitating Communities of Practice through the ELL Ambassadors Program

    ERIC Educational Resources Information Center

    Przymus, Steve Daniel

    2016-01-01

    When educators do not facilitate English language learners' (ELLs) social integration in schools, this can perpetuate ELLs' marginalized status and the plateauing of ELLs' English language development. This study highlights a program for secondary ELLs called the ELL Ambassadors program, which partnered ELLs with non-ELLs based on shared…

  2. 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.).

  3. 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…

  4. 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.…

  5. 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.

  6. 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…

  7. Success with ELLs: ELLs at the Center--Rethinking High-Stakes Testing

    ERIC Educational Resources Information Center

    Ortiz-Marrero, Floris Wilma; Sumaryono, Karen

    2010-01-01

    Learning a language can be a long and arduous journey, and there is a lot of pressure on teachers to get students ready for standardized tests quickly. Because of the high-stakes consequences attached to standardized tests in combination with consistently lower test scores among English language learners (ELLs), the tests greatly impact the…

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

    ERIC Educational Resources Information Center

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

    2005-01-01

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

  9. 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…

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

    ERIC Educational Resources Information Center

    Sistla, Michelle; Feng, Jay

    2014-01-01

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

  11. Strategies for Teaching Social Studies to Elementary Level ELLs

    ERIC Educational Resources Information Center

    Weisman, Evelyn Marino; Hansen, Laurie E.

    2007-01-01

    Across the U.S., teachers are encountering students who are in the process of learning English as a second language. In the past two decades, this student population, known as English-language learners (ELLs), has more than doubled. Because of the linguistic demands of social studies content, ELLs may have particular difficulty understanding this…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  13. First Grade Teachers' Perceptions of and Expectations for ELL Students

    ERIC Educational Resources Information Center

    Couch, Marsha

    2010-01-01

    Educational disparities exist between English language learners (ELLs) and native English-speaking students. Evidence suggests that, by fourth grade, 35% of ELLs, compared to their native English-speaking peers, are behind in math, and 47% are behind in reading. There is also evidence to suggest that these lower achievement scores are impacted by…

  14. From the house into the ell south looking north, first ...

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

    From the house into the ell south looking north, first room has tin ceiling and crown molding, the window still has a hood but no other detail, plain trim. Exposed beam and fireplace visible in ell. - Samuel P. Grindle House, 13 School Street, Castine, Hancock County, ME

  15. Logarithmically enhanced corrections to the decayrate and forward backward asymmetry in \\bar B to \\ell^+ \\ell^-

    SciTech Connect

    Huber, Tobias; Hurth, Tobias; Lunghi, Enrico

    2008-01-09

    We study logarithmically enhanced electromagnetic corrections to the decay rate in the high dilepton invariant mass region as well as corrections to the forward backward asymmetry (FBA) of the inclusive rare decay {bar B} {yields} X{sub s}{ell}{sup +}{ell}{sup -}. As expected, the relative effect of these corrections in the high dilepton mass region is around -8% for the muonic final state and therefore much larger than in the low dilepton mass region. We also present a complete phenomenological analysis, to improved NNLO accuracy, of the dilepton mass spectrum and the FBA integrated in the low dilepton mass region, including a new approach to the zero of the FBA. The latter represents one of the most precise predictions in flavor physics with a theoretical uncertainty of order 5%. We find (q{sub 0}{sup 2}){mu}{mu} = (3.50 {+-} 0.12)GeV{sup 2}. For the high dilepton invariant mass region, we have {Beta}({bar B} {yields} X{sub s}{mu}{mu}){sub high} = (2.40{sub -0.62}{sup +0.69}) x 10{sup -7}. The dominant uncertainty is due to the 1/m{sub b} corrections and can be significantly reduced in the future. For the low dilepton invariant mass region, we confirm previous results up to small corrections.

  16. View of southwest corner showing ell addition and carport, facing ...

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

    View of southwest corner showing ell addition and carport, facing northeast. - Albrook Air Force Station, Field Officer's Quarters, West side of Dargue Avenue Circle, Balboa, Former Panama Canal Zone, CZ

  17. 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

  18. 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…

  19. Calif. Puts Spotlight on Long-Term ELLs

    ERIC Educational Resources Information Center

    Maxwell, Lesli A.

    2012-01-01

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

  20. 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…

  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. 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…

  3. 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…

  4. Accelerating Academic Literacy for ELLs through Thematic Activities

    ERIC Educational Resources Information Center

    Montgomery, Joel R.

    2008-01-01

    This paper identifies a series of activities which reinforce each other and form part of a thematic unit of instruction across the content areas for English language learners (ELLs). These activities will be connected to the relevant English language proficiency (ELP) standards established at level three by the World-Class Instructional Design…

  5. 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

  6. 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…

  7. 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…

  8. 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…

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

    ERIC Educational Resources Information Center

    Dockery, Lori Lee

    2013-01-01

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

  10. Does Computer Use Promote the Mathematical Proficiency of ELL Students?

    ERIC Educational Resources Information Center

    Kim, Sunha; Chang, Mido

    2010-01-01

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

  11. 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:…

  12. 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}.

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

    ERIC Educational Resources Information Center

    Kim, Jinok

    2011-01-01

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

  14. A Case Study of Data Use, Project-Based Learning, and Language Development for ELLs

    ERIC Educational Resources Information Center

    Shideler, Annette

    2016-01-01

    Teachers, both mainstream and English as a New Language (ENL), are cognizant of the many languages and learning ability levels of ELLs. They struggle to address the challenges presented by this population of students. Districts with large or small ELL populations face similar challenges: how can mainstream content be made comprehensible to ELLs to…

  15. 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…

  16. Structural basis for ELL2 and AFF4 activation of HIV-1 proviral transcription

    PubMed Central

    Qi, Shiqian; Li, Zichong; Schulze-Gahmen, Ursula; Stjepanovic, Goran; Zhou, Qiang; Hurley, James H.

    2017-01-01

    The intrinsically disordered scaffold proteins AFF1/4 and the transcription elongation factors ELL1/2 are core components of the super elongation complex required for HIV-1 proviral transcription. Here we report the 2.0-Å resolution crystal structure of the human ELL2 C-terminal domain bound to its 50-residue binding site on AFF4, the ELLBow. The ELL2 domain has the same arch-shaped fold as the tight junction protein occludin. The ELLBow consists of an N-terminal helix followed by an extended hairpin that we refer to as the elbow joint, and occupies most of the concave surface of ELL2. This surface is important for the ability of ELL2 to promote HIV-1 Tat-mediated proviral transcription. The AFF4–ELL2 interface is imperfectly packed, leaving a cavity suggestive of a potential binding site for transcription-promoting small molecules. PMID:28134250

  17. 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…

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

    ERIC Educational Resources Information Center

    Song, Kim Hyunsook

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    DelliCarpini, Margo; Alonso, Orlando

    2013-01-01

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

  20. 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…

  1. 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…

  2. 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…

  3. An Exploratory Study of Culturally Responsive Teaching Practices for Students Who Are ELLs

    ERIC Educational Resources Information Center

    Nagarkar, Sushama

    2011-01-01

    The purpose of this study was to explore whether teacher characteristics such as teacher quality, skills in teaching English language learners (ELLs), knowledge of second language acquisition, and attitudes towards ELLs impacted teachers' perceived importance and reported use of culturally responsive practices within their classrooms. The numbers…

  4. 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…

  5. Some Key Pedagogic Principles for Helping ELLs to Succeed in School

    ERIC Educational Resources Information Center

    Haneda, Mari; Wells, Gordon

    2012-01-01

    In this article, we put forward 4 pedagogic principles that we consider to be particularly important in helping English language learners (ELLs) to succeed in school. These principles are: creating multiple and varied opportunities for ELLs to use the target language in both speech and writing, promoting high engagement by building on students'…

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

    ERIC Educational Resources Information Center

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

    2017-01-01

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

  7. 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…

  8. 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.…

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

    PubMed

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

    2016-03-24

    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.

  10. 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.…

  11. Study of semileptonic {\\rm{\\Upsilon }}({nS}) \\rightarrow {B}_{c}{\\ell }{\\bar{\

    NASA Astrophysics Data System (ADS)

    Chang, Qin; Zhu, Jie; Wang, Xiao-Lin; Sun, Jun-Feng; Yang, Yue-Ling

    2017-01-01

    In this paper, the tree-dominated and CKM-favored {{\\Upsilon }}({nS})\\to {B}c{\\ell }{\\bar{ν }}{\\ell } (n=1,2,3) decays are studied within the Standard Model. The theoretical predictions and some discussions for the observables including the branching fractions, the ratios {R}{{\\Upsilon }({nS})}, the lepton spin asymmetries and the forward-backward asymmetries are presented. Numerically, the {{\\Upsilon }}({nS})\\to {B}c{\\ell }{\\bar{ν }}{\\ell } decays have relatively large branching fractions of the order { O }({10}-10{--}{10}-9). In addition, the feasibility of measuring these decay modes at the current heavy-flavor experiments (LHCb, CMS and Belle-II) are discussed.

  12. 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.

  13. 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.

  14. Physical and Functional Interactions between ELL2 and RB in the Suppression of Prostate Cancer Cell Proliferation, Migration, and Invasion.

    PubMed

    Qiu, Xiaonan; Pascal, Laura E; Song, Qiong; Zang, Yachen; Ai, Junkui; O'Malley, Katherine J; Nelson, Joel B; Wang, Zhou

    2017-03-01

    Elongation factor, RNA polymerase II, 2 (ELL2) is expressed and regulated by androgens in the prostate. ELL2 and ELL-associated factor 2 (EAF2) form a stable complex, and their orthologs in Caenorhabditis elegans appear to be functionally similar. In C. elegans, the EAF2 ortholog eaf-1 was reported to interact with the retinoblastoma (RB) pathway to control development and fertility in worms. Because RB loss is frequent in prostate cancer, ELL2 interaction with RB might be important for prostate homeostasis. The present study explored physical and functional interaction of ELL2 with RB in prostate cancer. ELL2 expression in human prostate cancer specimens was detected using quantitative polymerase chain reaction coupled with laser capture microdissection. Co-immunoprecipitation coupled with deletion mutagenesis was used to determine ELL2 association with RB. Functional interaction between ELL2 and RB was tested using siRNA knockdown, BrdU incorporation, Transwell, and/or invasion assays in LNCaP, C4-2, and 22Rv1 prostate cancer cells. ELL2 expression was downregulated in high-Gleason score prostate cancer specimens. ELL2 could be bound and stabilized by RB, and this interaction was mediated through the N-terminus of ELL2 and the C-terminus of RB. Concurrent siRNA knockdown of ELL2 and RB enhanced cell proliferation, migration, and invasion as compared to knockdown of ELL2 or RB alone in prostate cancer cells. ELL2 and RB can interact physically and functionally to suppress prostate cancer progression.

  15. 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}.

  16. 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.).

  17. 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.

  18. 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

  19. 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…

  20. 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…

  1. 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…

  2. "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,…

  3. Guidelines for the Inclusion of English Language Learners (ELLs) in K-12 Assessments

    ERIC Educational Resources Information Center

    Iowa Department of Education, 2004

    2004-01-01

    This document provides guidelines for the inclusion of English Language Learners (ELLs) in K-12 assessments. Twenty questions and answers are provided, along with a list of references. The following are appended: (1) Placement Tools for English Language Learners; (2) Definitions; (3) Typical Bilingual Program Designs; (4) Typical ESL Program…

  4. 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…

  5. 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…

  6. Helping English Language Learners (ELLS) Achieve Success (Passing Grades) in the Mainstream Classroom

    ERIC Educational Resources Information Center

    Ingerson, Tara

    2011-01-01

    Our world is globalizing at a rapid rate right before our eyes. The world as we know it is becoming much more diverse and colorful. The population of school-aged English language learner (ELL) students in the USA has steadily and markedly increased over the past decade with projections indicating that this trend will continue. If the trend…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

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

    ERIC Educational Resources Information Center

    Camhi, Paul J.; Ebsworth, Miriam Eisenstein

    2008-01-01

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

  12. Vocabulary Instruction for ELL Latino Students in the Middle School Science Classroom

    ERIC Educational Resources Information Center

    Gomez, Kimberley; Madda, Christina

    2005-01-01

    Many teachers find themselves working with ELLs in content-area classes without the arsenal of tools and training that will help them help their students. This is a recounting of how one teacher, with the help of thoughtful observers and a commitment to teaching all of her students, worked to create strategies that improved language learners'…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  14. Developing Teacher Capacity for Serving ELLs' Writing Instructional Needs: A Case for Systemic Functional Linguistics

    ERIC Educational Resources Information Center

    Aguirre-Munoz, Zenaida; Park, Jae-Eun; Amabisca, Anastasia; Boscardin, Christy Kim

    2008-01-01

    Although explicit grammar instruction has been a source of considerable debate in second-language teaching, increasingly educational linguists assert instruction in academic language is critical, given the current assessment reform in K-12 contexts. Of particular concern is that contemporary English-Language-Learner (ELL) instruction focuses on…

  15. 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…

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

    ERIC Educational Resources Information Center

    Ilich, Maria O.

    2013-01-01

    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…

  17. Creating Inclusive Learning Communities for ELL Students: Transforming School Principals' Perspectives

    ERIC Educational Resources Information Center

    Brooks, Katie; Adams, Susan R.; Morita-Mullaney, Trish

    2010-01-01

    School-level administrators are often concerned about tertiary supports for English language learners (ELLs), such as translating signs and school documents or offering Spanish classes for their teachers. Although modeling and learning the heritage language(s) of the ESL population can be helpful, its focus on language differences can limit our…

  18. "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…

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

    ERIC Educational Resources Information Center

    Yang, Wan-Lin

    2012-01-01

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

  20. 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…

  1. Success with ELLs: We Are All Writers! Building Second Language Writing Skills in the ELA Classroom

    ERIC Educational Resources Information Center

    DelliCarpini, Margo

    2012-01-01

    Writing effectively in a second language can be one of the most challenging tasks second language learners must undertake and master. English teachers are in a good position to implement the types of supports that can move ELLs toward success in academic writing by providing exposure to and practice with different genres of academic writing,…

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

    ERIC Educational Resources Information Center

    Ardasheva, Yuliya; Tretter, Thomas R.

    2013-01-01

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

  3. 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…

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

    PubMed

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

    2015-09-11

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

  6. 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…

  7. 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…

  8. 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

  9. 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…

  10. 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…

  11. 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.

  12. 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.

  13. Regulation of tumor suppressor EAF2 polyubiquitination by ELL1 and SIAH2 in prostate cancer cells.

    PubMed

    Yu, Xinpei; Ai, Junkui; Cai, Liquan; Jing, Yifeng; Wang, Dan; Dong, Jun; Pascal, Laura E; Zhang, Jian; Luo, Rongcheng; Wang, Zhou

    2016-05-17

    RNA Polymerase II Elongation Factor (ELL)-associated factor 2 (EAF2) is a tumor suppressor frequently down-regulated in human prostate cancer. We previously reported that its binding partner ELL1 can enhance EAF2 protein stability and activity. Here we show that EAF2 can be polyubiquitinated and its degradation blocked by proteasome inhibitor. Co-immunoprecipitation detected EAF2 binding to SIAH2, an E3 ligase, and SIAH2 overexpression enhanced polyubiquitination of EAF2. Co-transfection of EAF2 binding partner ELL1 blocked EAF2 ubiquitination, providing a mechanism for EAF2 stabilization. Finally, EAF2K81R mutant, which exhibits reduced polyubiquitination and increased stability, was more potent than wild-type EAF2 in apoptosis induction. These findings suggest that SIAH2 is an E3 ligase for EAF2 polyubiquitination and ELL1 can enhance EAF2 level and function by blocking its polyubiquitination.

  14. Regulation of tumor suppressor EAF2 polyubiquitination by ELL1 and SIAH2 in prostate cancer cells

    PubMed Central

    Yu, Xinpei; Ai, Junkui; Cai, Liquan; Jing, Yifeng; Wang, Dan; Dong, Jun; Pascal, Laura E.; Zhang, Jian; Luo, Rongcheng; Wang, Zhou

    2016-01-01

    RNA Polymerase II Elongation Factor (ELL)-associated factor 2 (EAF2) is a tumor suppressor frequently down-regulated in human prostate cancer. We previously reported that its binding partner ELL1 can enhance EAF2 protein stability and activity. Here we show that EAF2 can be polyubiquitinated and its degradation blocked by proteasome inhibitor. Co-immunoprecipitation detected EAF2 binding to SIAH2, an E3 ligase, and SIAH2 overexpression enhanced polyubiquitination of EAF2. Co-transfection of EAF2 binding partner ELL1 blocked EAF2 ubiquitination, providing a mechanism for EAF2 stabilization. Finally, EAF2K81R mutant, which exhibits reduced polyubiquitination and increased stability, was more potent than wild-type EAF2 in apoptosis induction. These findings suggest that SIAH2 is an E3 ligase for EAF2 polyubiquitination and ELL1 can enhance EAF2 level and function by blocking its polyubiquitination. PMID:27058417

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

    PubMed

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

    2014-09-01

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

  16. 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.

  17. 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

  18. 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…

  19. 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.

  20. 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.

  1. Success with ELLs: Spanish in the Mainstream--Finding Middle Ground for Latino/Latina Immigrant Newcomers

    ERIC Educational Resources Information Center

    Siefert, Bobbi

    2010-01-01

    While the overall school-age population grew by only 2.6 percent between 1995 and 2005, the number of English Language Learners (ELLs) grew by 56 percent--a number that can only be expected to grow considerably in the near future. Mainstream literacy professionals across the country, typically monolingual European American women, struggle to…

  2. 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…

  3. 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…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Tonogbanua, Elizabeth Paulsen

    2016-01-01

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

  6. The Impact of Science Notebook Writing on ELL and Low-SES Students' Science Language Development and Conceptual Understanding

    ERIC Educational Resources Information Center

    Huerta, Margarita

    2013-01-01

    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…

  7. 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…

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

    ERIC Educational Resources Information Center

    Wu, Chia-Pei; Lin, Huey-Ju

    2016-01-01

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

  9. 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),…

  10. 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'…

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

    ERIC Educational Resources Information Center

    Almon, Cate

    2015-01-01

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

  12. 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)…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  14. 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…

  15. 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…

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

    ERIC Educational Resources Information Center

    Fuga, Michael T.

    2016-01-01

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

  17. 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.

  18. Effects of ELL-associated factor 2 on ultraviolet radiation-induced cataract formation in mice.

    PubMed

    Jiang, Yanhua; Fu, Rongrong; Zhao, Jiangyue; Wu, Di; Qiao, Guang; Li, Ruoxi; Zhang, Jinsong

    2015-11-01

    ELL-associated factor 2 (Eaf2) has an important role in crystalline lens development and maturation; however, its role in ultraviolet radiation (UV)-induced cataract formation has remained elusive. The present study compared UV-induced cell apoptosis, activation of caspase-3 and caspase-9 and changes in protein expression levels of B-cell lymphoma 2 (bcl-2), bcl-2-associated X protein (bax) and phosphorylated extracellular signal-regulated kinase in wild-type and Eaf2-knockout mice. The results showed that Eaf2 knockout can reduce UV-induced apoptosis in crystalline lenses and mitigate the formation of cataracts. Further functional studies indicated that Eaf2 can induce the activation of caspase-3 and caspase-9, increase the protein expression of the pro-apoptotic protein bax and inhibit the expression of the anti-apoptotic protein bcl-2; thereby, Eaf2 promotes cell apoptosis and is implicated in the formation and development of cataracts. The present study laid a theoretical foundation for the development of drugs for cataract treatment.

  19. Effects of ELL-associated factor 2 on ultraviolet radiation-induced cataract formation in mice

    PubMed Central

    JIANG, YANHUA; FU, RONGRONG; ZHAO, JIANGYUE; WU, DI; QIAO, GUANG; LI, RUOXI; ZHANG, JINSONG

    2015-01-01

    ELL-associated factor 2 (Eaf2) has an important role in crystalline lens development and maturation; however, its role in ultraviolet radiation (UV)-induced cataract formation has remained elusive. The present study compared UV-induced cell apoptosis, activation of caspase-3 and caspase-9 and changes in protein expression levels of B-cell lymphoma 2 (bcl-2), bcl-2-associated X protein (bax) and phosphorylated extracellular signal-regulated kinase in wild-type and Eaf2-knockout mice. The results showed that Eaf2 knockout can reduce UV-induced apoptosis in crystalline lenses and mitigate the formation of cataracts. Further functional studies indicated that Eaf2 can induce the activation of caspase-3 and caspase-9, increase the protein expression of the pro-apoptotic protein bax and inhibit the expression of the anti-apoptotic protein bcl-2; thereby, Eaf2 promotes cell apoptosis and is implicated in the formation and development of cataracts. The present study laid a theoretical foundation for the development of drugs for cataract treatment. PMID:26328919

  20. 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.

  1. Heterogeneous nuclear ribonucleoprotein L-like (hnRNPLL) and elongation factor, RNA polymerase II, 2 (ELL2) are regulators of mRNA processing in plasma cells

    PubMed Central

    Benson, Micah J.; Äijö, Tarmo; Chang, Xing; Gagnon, John; Pape, Utz J.; Anantharaman, Vivek; Aravind, L.; Pursiheimo, Juha-Pekka; Oberdoerffer, Shalini; Liu, X. Shirley; Lahesmaa, Riitta; Lähdesmäki, Harri; Rao, Anjana

    2012-01-01

    B cells and plasma cells possess distinct RNA processing environments that respectively promote the expression of membrane-associated Ig by B cells versus the secretion of Ig by plasma cells. Through a combination of transcriptional profiling and screening using a lentiviral short-hairpin RNA interference library, we show that both the splicing factor hnRNPLL and the transcription elongation factor ELL2 modulate the ratio of secreted versus membrane-encoding Ighg2b transcripts in MPC11 plasmacytoma cell lines. hnRNPLL and ELL2 are both highly expressed in primary plasma cells relative to B cells, but hnRNPLL binds Ighg2b mRNA transcripts and promotes an increase in levels of the membrane-encoding Ighg2b isoform at the expense of the secreted Ighg2b isoform, whereas ELL2 counteracts this effect and drives Ig secretion by increasing the frequency of the secreted Ighg2b isoform. As in T cells, hnRNPLL also alters the splicing pattern of mRNA encoding the adhesion receptor CD44, promoting exon inclusion, and decreasing the overall level of CD44 expression. Further characterization of ELL2-dependent transcription by RNA-Seq revealed that ∼12% of transcripts expressed by plasma cells were differentially processed because of the activities of ELL2, including B-cell maturation antigen BCMA, a receptor with a defined role in plasma cell survival. Taken together, our data identify hnRNPLL and ELL2 as regulators of pre-mRNA processing in plasma cells. PMID:22991471

  2. 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}.

  3. 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,…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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.…

  9. Including English Language Learners with Disabilities in Large-Scale Assessments: A Case Study of Linguistically-Diverse Populations. ELLs with Disabilities Report 14

    ERIC Educational Resources Information Center

    Minnema, Jane E.; Thurlow, Martha L.; VanGetson, Gretchen R.; Jimenez, Rene

    2006-01-01

    The National Center on Educational Outcomes (NCEO) has for the past four years conducted research on large-scale assessment and instructional issues for English language learners (ELLs) with disabilities, but neither NCEO's research nor any other research study has yet described large-scale assessment experiences at the local school level for…

  10. 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…

  11. 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.

  12. $$B \\to \\pi \\ell \

    DOE PAGES

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

    2015-04-14

    We calculate the form factors for B → πℓν and 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

  13. 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…

  14. $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.

  15. 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.

  16. Districts Neglecting Programs for ELLs

    ERIC Educational Resources Information Center

    Zehr, Mary Ann

    2010-01-01

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

  17. 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…

  18. Reaching ELLs with Mobile Devices

    ERIC Educational Resources Information Center

    Ullman, Ellen

    2010-01-01

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

  19. 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. 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...)

  1. ILS Element Ell Design Influence

    DTIC Science & Technology

    1991-04-01

    and typing support were most competently provided by Barbara Boren and Denise Montanez . We gratefully acknowledge the significant contributions made to...should boot-up and the hard disk driv;e prompt (usually C :’\\) should appear on the screen. 2. Insert the copy of disk 1, ILS Assessment Software...into Drive A. ILS REVIEW SOFTWARE INSTALLATION AND BACKUP 2-3 3. After the C :\\ prompt, type "MD C :\\ILS" and press <Enter>. This creates an ILS directory

  2. 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.

  3. 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.

  4. Biostratigraphy and assemblage evolution in Planktic Foraminifera across the Cretaceous-Paleogene transition in low latitude, northern and southern Tethys realm: El Kef GSSP, Elles (Tunisia) and Agost, Caravaca (Betic Cordillera, Spain)

    NASA Astrophysics Data System (ADS)

    Gallala, N.; Zaghbib-Turki, D.; Turki, M. M.; Arenillas, I.; Arz, J. A.; Molina, E.

    2009-04-01

    The detailed planktic foraminiferal biostratigraphic and quantitative study from the Cretaceous-Paleogene (K-Pg) transition interval of the most expanded and continuous sections located in Spanish (Agost, Caravaca) and Tunisian sections (El Kef and Ellès), allows us to establish the zonation and subzonation of this interval and to distinguish four Acme-stages across the K/Pg transition interval of these low latitude sections. The uppermost Maastrichtian in Tunisian and Spanish sections, is characterized by standard planktic foraminiferal zones: Abathomphalus mayaroensis subdivided into Plummerita hantkeninoides Subzones. This index species is absent at middle and high-latitude twice in Atlantic and Antarctic oceans. Consequently, this species is considered to be restricted to the tropical and subtropical deep seawater. The lower Danian is characterized by Guembelitria cretacea, Parvularugoglobigerina eugubina, and Parasubbotina pseudobulloides biozones. The Guembelitria cretacea Zone was subdivided into the Hedbergella holmdelensis and Parvularugoglobigerina longiapertura Subzones; the Parvularugoglobigerina eugubina Zone into the Parvularugoglobigerina sabina and Eoglobigerina simplicissima Subzones; and the Parasubbotina pseudobulloides Zone into the Eoglobigerina trivialis and Subbotina triloculinoides Subzones. These zones and subzones are less expanded at the Caravaca and Agost sections than in Tunisian sections: El Kef (Global Stratotype Section and Point for the K/Pg) and Ellès, but it is sufficiently expanded to analyze correctly the planktic foraminiferal assemblage evolution across the K-Pg transition. Across this transition, at the Tethys area, we have identified four Acme-stages: Acme-stage 0: is typical of the upper Maastrichtian interval is dominated by cosmopolitan species dwelling surface and intermediate seawater. Acme-stage 1: is typical of the G. cretacea Zone and is dominated by Guembelitria species belonging to "Cretaceous survivors" species

  5. 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…

  6. Measurement of the $WZ\\rightarrow \\ell\

    SciTech Connect

    Abazov, Victor Mukhamedovich; Abbott, Braden Keim; Abolins, Maris A.; Acharya, Bannanje Sripath; Adams, Mark Raymond; Adams, Todd; Alexeev, Guennadi D.; Alkhazov, Georgiy D.; Alton, Andrew K.; Alverson, George O.; Alves, Gilvan Augusto; /Rio de Janeiro, CBPF /Nijmegen U.

    2010-06-01

    The standard model (SM) of particle physics has been extensively tested in the past three decades and is found to be in excellent agreement with experimental observations. It is widely assumed, however, that the SM is only a low energy approximation of a more general theory. Therefore, any significant deviation from the SM predictions yields information on the nature of a more fundamental theory. Production of WZ pairs is the least studied diboson process within the SM, as it is a charged final state and can only be produced at hadron colliders. A detailed study of this process probes the electroweak sector of the SM. In addition, searches for new phenomena in the production of heavy gauge boson pairs are interesting, as many extensions of the SM predict 1-4 additional heavy gauge bosons that can decay into a WZ boson pairs.

  7. 5 Strategies for Discourse Scaffolding ELLs

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  8. 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.…

  9. 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…

  10. 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,"…

  11. Search for Standard Model $ZH \\to \\ell^+\\ell^-b\\bar{b}$ at DØ

    SciTech Connect

    Jiang, Peng

    2014-07-01

    We present a search for the Standard Model Higgs boson in the ZH → ℓ + ℓ ₋ $b\\bar{b}$ channel, using data collected with the DØ detector at the Fermilab Tevatron Collider. This analysis is based on a sample of reprocessed data incorporating several improve ments relative to a previous published result, and a modified multivariate analysis strategy. For a Standard Model Higgs boson of mass 125 GeV, the expected cross section limit over the Standard M odel prediction is improved by about 5% compared to the previous published results in this c hannel from the DØ Collaboration

  12. $B\\to\\pi\\ell\\ell$ 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].

  13. 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)…

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

    DOE PAGES

    Bailey, Jon A.

    2015-10-07

    The rare decay B→πℓ+ℓ- arises from b→d flavor-changing neutral currents and could be sensitive to physics beyond the standard model. Here, we present the first ab initio QCD calculation of the B→π tensor form factor 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

  15. 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…

  16. Reflection on Personal ELL Experience and ELT Practice

    ERIC Educational Resources Information Center

    Ma, Zhicheng

    2008-01-01

    Multitudes of language teaching practice shows that great attention drawn to language learning can help language teachers better their teaching and give appropriate learning support to language learners. A critical analysis of the author's English language learning experience is given in the paper, encompassing the approaches used, the role of the…

  17. Magnetically modified bioсells in constant magnetic field

    NASA Astrophysics Data System (ADS)

    Abramov, E. G.; Panina, L. K.; Kolikov, V. A.; Bogomolova, E. V.; Snetov, V. N.; Cherepkova, I. A.; Kiselev, A. A.

    2017-02-01

    Paper addresses the inverse problem in determining the area, where the external constant magnetic field captures the biological cells modified by the magnetic nanoparticles. Zero velocity isolines, in area where the modified cells are captured by the magnetic field were determined by numerical method for two locations of the magnet. The problem was solved taking into account the gravitational field, magnetic induction, density of medium, concentration and size of cells, and size and magnetization of nanoparticles attached to the cell. Increase in the number of the nanoparticles attached to the cell and decrease in the cell' size, enlarges the area, where the modified cells are captured and concentrated by the magnet. Solution is confirmed by the visible pattern formation of the modified cells Saccharomyces cerevisiae.

  18. 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)…

  19. 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…

  20. 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…

  1. Supporting Fifth-Grade ELLs' Argumentative Writing Development

    ERIC Educational Resources Information Center

    O'Hallaron, Catherine L.

    2014-01-01

    This article reports instruction supporting the development of fifth grade English learners' argumentative writing in an English language arts setting. Arguments analyzed for the study were produced by the same students on two occasions, roughly 3 months apart. In the first instance, students discussed the source text in detail, but were given no…

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

    DOE PAGES

    Bailey, Jon A.; et al.

    2015-07-23

    We present a lattice-QCD calculation of the B → πℓν semileptonic form factors and a new determination of the CKM matrix element |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

  3. .... 11 ,... ·ell lis IJlI I SINce

    EPA Pesticide Factsheets

    ... " Chid Expnsllrl:' ASSt:'SSIl", ,It S .. ,'ti(lll \\\\dt~-r qual it \\' Ana1\\'sis Brandl 'ltlnitpring ;1l111 !lata SUpp"lrt DivisillJI (~':I-)'iJ) ()jlil'l' \\>\\ \\all'J K~-~ll\\.ltl ... K P ...

  4. ELL School Readiness and Pre-Kindergarten Care

    ERIC Educational Resources Information Center

    Gottfried, Michael A.

    2017-01-01

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

  5. 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…

  6. Precision Studies of Observables in $pp \\to W \\to \\ell \

    SciTech Connect

    Alioli, S.; et al.

    2016-06-07

    This report was prepared in the context of the LPCC "Electroweak Precision Measurements at the LHC WG" and summarizes the activity of a subgroup dedicated to the systematic comparison of public Monte Carlo codes, which describe the Drell-Yan processes at hadron colliders, in particular at the CERN Large Hadron Collider (LHC). This work represents an important step towards the definition of an accurate simulation framework necessary for very high-precision measurements of electroweak (EW) observables such as the $W$ boson mass and the weak mixing angle. All the codes considered in this report share at least next-to-leading-order (NLO) accuracy in the prediction of the total cross sections in an expansion either in the strong or in the EW coupling constant. The NLO fixed-order predictions have been scrutinized at the technical level, using exactly the same inputs, setup and perturbative accuracy, in order to quantify the level of agreement of different implementations of the same calculation. A dedicated comparison, again at the technical level, of three codes that reach next-to-next-to-leading-order (NNLO) accuracy in quantum chromodynamics (QCD) for the total cross section has also been performed. These fixed-order results are a well-defined reference that allows a classification of the impact of higher-order sets of radiative corrections. Several examples of higher-order effects due to the strong or the EW interaction are discussed in this common framework. Also the combination of QCD and EW corrections is discussed, together with the ambiguities that affect the final result, due to the choice of a specific combination recipe.

  7. 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…

  8. $|V_{ub}|$ 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.

  9. 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.

  10. 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.

  11. 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}.

  12. 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…

  13. 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…

  14. 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…

  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. 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…

  17. Early RCT Findings for ELL Elementary Student Learning Outcomes after a Two-Year Pedagogical Intervention

    ERIC Educational Resources Information Center

    Portes, Pedro R.; Canche, Manuel S. Gonzalez; Stollberg, Robert

    2016-01-01

    The Instructional Conversation (IC) is a complete classroom pedagogy that focuses on teaching through small-group dialogue with students allowing responsive instruction for each student. The IC is anchored by cognitive-developmental theory and by four decades of multi-method quasi-experimental studies. This study describes the first research of an…

  18. Educating Iowa's English Language Learners (ELLs): A Handbook for Administrators and Teachers

    ERIC Educational Resources Information Center

    Iowa Department of Education, 2004

    2004-01-01

    This handbook for Iowa school districts was first published many years ago. Since that time, several significant sociopolitical and educational changes have occurred. For example, there has been an increase in the number of languages and cultures represented both in Iowa and in the political arenas of the nation. Immigrants and refugees from…

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

    DOE PAGES

    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

  20. Commission on Teacher Credentialing Approves 8 ELL-Related Credential Options

    ERIC Educational Resources Information Center

    Frost, Jeff; Cadiero-Kaplan, Karen; Kuhlman, Natalie

    2011-01-01

    On September 30, 2010, the California Commission on Teacher Credentialing (CTC) voted unanimously to approve a set of eight recommendations for authorization to teach English language learners. These recommendations approved by the CTC had been in development for almost two years and they focused on several issues, including: (1) a specific focus…

  1. 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'…

  2. Defining Opportunity to Learn for English Language Learners: Linguistic and Cultural Dimensions of ELLs' Instructional Contexts

    ERIC Educational Resources Information Center

    Aguirre-Munoz, Zenaida; Amabisca, Anastasia A.

    2010-01-01

    Past research demonstrates the critical role of the context of learning in the achievement of students. This body of work justifies research and development of more contextualized opportunity to learn (OTL) models. We expound on an OTL framework that represents contextual features that can enrich or constrain opportunities for English language…

  3. 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…

  4. 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;…

  5. 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…

  6. 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…

  7. Bilingual and ESL Pre-Service Teachers Learn about Effective Instruction for ELLs through Meaningful Collaboration

    ERIC Educational Resources Information Center

    Rodríguez, Alma D.

    2013-01-01

    This article presents the results of a study conducted to identify the perceptions of bilingual and ESL pre-service teachers regarding the integration of a collaborative service learning project in a key course of their teacher preparation program. Pre-, process, and final reflective essays were written by participants as they engaged in the…

  8. 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…

  9. Correlations Between the Ligand Electrochemical Parameter, EL(L) and the Hammett Substituent Parameter Sigma

    DTIC Science & Technology

    1993-01-25

    AD-A260 299 OFFICE OF NAVAL RESEARCH Contract N00014-91-J-1910 R & T Code 4131025 Technical Report #51 Correlations Between the Ligand ...COVERED January 25, 1993 Technical - June 1991 to July 1992 4 TITLE AND SUBTITLE S. FUNDING NUMBERS Correlations Between the Ligand Electrochemical...Ontario, Canada, M3J 1P3. Correlations Between the Ligand Electrochemical Parameter. ET (D and the Hammett Substituent Param~eter. a. By Hitoshi

  10. 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…

  11. Using Formative Reading Assessments and Data Utilization to Improve ELL Spanish Speaking Students' Achievement Test Scores

    ERIC Educational Resources Information Center

    Hamilton, Maureen Dugan

    2013-01-01

    The demands and expectations placed on all schools in the United States to meet the needs of a growing and diverse population continue to raise the questions, what needs to be done in order for all students to achieve success, and how can this success be measured? This study, researched and reported in the form of a dissertation, was performed on…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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.

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. Disrupting ELL Teacher Candidates' Identities: Indigenizing Teacher Education in One Study Abroad Program

    ERIC Educational Resources Information Center

    Kasun, G. Sue; Saavedra, Cinthya M.

    2016-01-01

    In this article, the researchers describe and theorize the challenges and promises of exposing preservice teachers' identities to indigenous, critical second language teaching experiences in one study abroad program in Mexico. The eight teacher candidates who participated in this 4-week program were predominantly white, like the majority of…

  3. "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…

  4. 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.

  5. 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…

  6. 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.…

  7. 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…

  8. 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…

  9. 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.

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

    SciTech Connect

    Nagai, Yoshikazu

    2010-02-01

    We have searched for the Standard Model Higgs boson in the WH → 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.

  11. 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 PAGES

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

    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

  12. 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…

  13. 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

    SciTech Connect

    Aad, G.; Abbott, B.; Abdallah, J.; Abdinov, O.; Abeloos, B.; Aben, R.; Abolins, M.; AbouZeid, O. S.; Abraham, N. L.; Abramowicz, H.; Abreu, H.; Abreu, R.; Abulaiti, Y.; Acharya, B. S.; Adamczyk, L.; Adams, D. L.; Adelman, J.; Adomeit, S.; Adye, T.; Affolder, A. A.; Agatonovic-Jovin, T.; Agricola, J.; Aguilar-Saavedra, J. A.; Ahlen, S. P.; Ahmadov, F.; Aielli, G.; Akerstedt, H.; Åkesson, T. P. A.; Akimov, A. V.; Alberghi, G. L.; Albert, J.; Albrand, S.; Alconada Verzini, M. J.; Aleksa, M.; Aleksandrov, I. N.; Alexa, C.; Alexander, G.; Alexopoulos, T.; Alhroob, M.; Aliev, M.; Alimonti, G.; Alison, J.; Alkire, S. P.; Allbrooke, B. M. M.; Allen, B. W.; Allport, P. P.; Aloisio, A.; Alonso, A.; Alonso, F.; Alpigiani, C.; Alvarez Gonzalez, B.; Álvarez Piqueras, D.; Alviggi, M. G.; Amadio, B. T.; Amako, K.; Amaral Coutinho, Y.; Amelung, C.; Amidei, D.; Amor Dos Santos, S. P.; Amorim, A.; Amoroso, S.; Amram, N.; Amundsen, G.; Anastopoulos, C.; Ancu, L. S.; Andari, N.; Andeen, T.; Anders, C. F.; Anders, G.; Anders, J. K.; Anderson, K. J.; Andreazza, A.; Andrei, V.; Angelidakis, S.; Angelozzi, I.; Anger, P.; Angerami, A.; Anghinolfi, F.; Anisenkov, A. V.; Anjos, N.; Annovi, A.; Antonelli, M.; Antonov, A.; Antos, J.; Anulli, F.; Aoki, M.; Aperio Bella, L.; Arabidze, G.; Arai, Y.; Araque, J. P.; Arce, A. T. H.; Arduh, F. A.; Arguin, J. -F.; Argyropoulos, S.; Arik, M.; Armbruster, A. J.; Armitage, L. J.; Arnaez, O.; Arnold, H.; Arratia, M.; Arslan, O.; Artamonov, A.; Artoni, G.; Artz, S.; Asai, S.; Asbah, N.; Ashkenazi, A.; Åsman, B.; Asquith, L.; Assamagan, K.; Astalos, R.; Atkinson, M.; Atlay, N. B.; Augsten, K.; Avolio, G.; Axen, B.; Ayoub, M. K.; Azuelos, G.; Baak, M. A.; Baas, A. E.; Baca, M. J.; Bachacou, H.; Bachas, K.; Backes, M.; Backhaus, M.; Bagiacchi, P.; Bagnaia, P.; Bai, Y.; Baines, J. T.; Baker, O. K.; Baldin, E. M.; Balek, P.; Balestri, T.; Balli, F.; Balunas, W. K.; Banas, E.; Banerjee, Sw.; Bannoura, A. A. E.; Barak, L.; Barberio, E. L.; Barberis, D.; Barbero, M.; Barillari, T.; Barisonzi, M.; Barklow, T.; Barlow, N.; Barnes, S. L.; Barnett, B. M.; Barnett, R. M.; Barnovska, Z.; Baroncelli, A.; Barone, G.; Barr, A. J.; Barranco Navarro, L.; Barreiro, F.; Barreiro Guimarães da Costa, J.; Bartoldus, R.; Barton, A. E.; Bartos, P.; Basalaev, A.; Bassalat, A.; Basye, A.; Bates, R. L.; Batista, S. J.; Batley, J. R.; Battaglia, M.; Bauce, M.; Bauer, F.; Bawa, H. S.; Beacham, J. B.; Beattie, M. D.; Beau, T.; Beauchemin, P. H.; Bechtle, P.; Beck, H. P.; Becker, K.; Becker, M.; Beckingham, M.; Becot, C.; Beddall, A. J.; Beddall, A.; Bednyakov, V. A.; Bedognetti, M.; Bee, C. P.; Beemster, L. J.; Beermann, T. A.; Begel, M.; Behr, J. K.; Belanger-Champagne, C.; Bell, A. S.; Bell, W. H.; Bella, G.; Bellagamba, L.; Bellerive, A.; Bellomo, M.; Belotskiy, K.; Beltramello, O.; Belyaev, N. L.; Benary, O.; Benchekroun, D.; Bender, M.; Bendtz, K.; Benekos, N.; Benhammou, Y.; Benhar Noccioli, E.; Benitez, J.; Benitez Garcia, J. A.; Benjamin, D. P.; Bensinger, J. R.; Bentvelsen, S.; Beresford, L.; Beretta, M.; Berge, D.; Bergeaas Kuutmann, E.; Berger, N.; Berghaus, F.; Beringer, J.; Berlendis, S.; Bernard, N. R.; Bernius, C.; Bernlochner, F. U.; Berry, T.; Berta, P.; Bertella, C.; Bertoli, G.; Bertolucci, F.; Bertram, I. A.; Bertsche, C.; Bertsche, D.; Besjes, G. J.; Bessidskaia Bylund, O.; Bessner, M.; Besson, N.; Betancourt, C.; Bethke, S.; Bevan, A. J.; Bhimji, W.; Bianchi, R. M.; Bianchini, L.; Bianco, M.; Biebel, O.; Biedermann, D.; Bielski, R.; Biesuz, N. V.; Biglietti, M.; Bilbao De Mendizabal, J.; Bilokon, H.; Bindi, M.; Binet, S.; Bingul, A.; Bini, C.; Biondi, S.; Bjergaard, D. M.; Black, C. W.; Black, J. E.; Black, K. M.; Blackburn, D.; Blair, R. E.; Blanchard, J. -B.; Blanco, J. E.; Blazek, T.; Bloch, I.; Blocker, C.; Blum, W.; Blumenschein, U.; Blunier, S.; Bobbink, G. J.; Bobrovnikov, V. S.; Bocchetta, S. S.; Bocci, A.; Bock, C.; Boehler, M.; Boerner, D.; Bogaerts, J. A.; Bogavac, D.; Bogdanchikov, A. G.; Bohm, C.; Boisvert, V.; Bold, T.; Boldea, V.; Boldyrev, A. S.; Bomben, M.; Bona, M.; Boonekamp, M.; Borisov, A.; Borissov, G.; Bortfeldt, J.; Bortoletto, D.; Bortolotto, V.; Bos, K.; Boscherini, D.; Bosman, M.; Bossio Sola, J. D.; Boudreau, J.; Bouffard, J.; Bouhova-Thacker, E. V.; Boumediene, D.; Bourdarios, C.; Boutle, S. K.; Boveia, A.; Boyd, J.; Boyko, I. R.; Bracinik, J.; Brandt, A.; Brandt, G.; Brandt, O.; Bratzler, U.; Brau, B.; Brau, J. E.; Braun, H. M.; Breaden Madden, W. D.; Brendlinger, K.; Brennan, A. J.; Brenner, L.; Brenner, R.; Bressler, S.; Bristow, T. M.; Britton, D.; Britzger, D.; Brochu, F. M.; Brock, I.; Brock, R.; Brooijmans, G.; Brooks, T.; Brooks, W. K.; Brosamer, J.; Brost, E.; Broughton, J. H.; Bruckman de Renstrom, P. A.; Bruncko, D.; Bruneliere, R.; Bruni, A.; Bruni, G.; Brunt, B. H.; Bruschi, M.; Bruscino, N.; Bryant, P.; Bryngemark, L.; Buanes, T.; Buat, Q.; Buchholz, P.; Buckley, A. G.; Budagov, I. A.; Buehrer, F.; Bugge, M. K.; Bulekov, O.; Bullock, D.; Burckhart, H.; Burdin, S.; Burgard, C. D.; Burghgrave, B.; Burka, K.; Burke, S.; Burmeister, I.; Busato, E.; Büscher, D.; Büscher, V.; Bussey, P.; Butler, J. M.; Butt, A. I.; Buttar, C. M.; Butterworth, J. M.; Butti, P.; Buttinger, W.; Buzatu, A.; Buzykaev, A. R.; Cabrera Urbán, S.; Caforio, D.; Cairo, V. M.; Cakir, O.; Calace, N.; Calafiura, P.; Calandri, A.; Calderini, G.; Calfayan, P.; Caloba, L. P.; Calvet, D.; Calvet, S.; Calvet, T. P.; Camacho Toro, R.; Camarda, S.; Camarri, P.; Cameron, D.; Caminal Armadans, R.; Camincher, C.; Campana, S.; Campanelli, M.; Campoverde, A.; Canale, V.; Canepa, A.; Cano Bret, M.; Cantero, J.; Cantrill, R.; Cao, T.; Capeans Garrido, M. D. M.; Caprini, I.; Caprini, M.; Capua, M.; Caputo, R.; Carbone, R. M.; Cardarelli, R.; Cardillo, F.; Carli, T.; Carlino, G.; Carminati, L.; Caron, S.; Carquin, E.; Carrillo-Montoya, G. D.; Carter, J. R.; Carvalho, J.; Casadei, D.; Casado, M. P.; Casolino, M.; Casper, D. W.; Castaneda-Miranda, E.; Castelli, A.; Castillo Gimenez, V.; Castro, N. F.; Catinaccio, A.; Catmore, J. R.; Cattai, A.; Caudron, J.; Cavaliere, V.; Cavallaro, E.; Cavalli, D.; Cavalli-Sforza, M.; Cavasinni, V.; Ceradini, F.; Cerda Alberich, L.; Cerio, B. C.; Cerqueira, A. S.; Cerri, A.; Cerrito, L.; Cerutti, F.; Cerv, M.; Cervelli, A.; Cetin, S. A.; Chafaq, A.; Chakraborty, D.; Chalupkova, I.; Chan, S. K.; Chan, Y. L.; Chang, P.; Chapman, J. D.; Charlton, D. G.; Chatterjee, A.; Chau, C. C.; Chavez Barajas, C. A.; Che, S.; Cheatham, S.; Chegwidden, A.; Chekanov, S.; Chekulaev, S. V.; Chelkov, G. A.; Chelstowska, M. A.; Chen, C.; Chen, H.; Chen, K.; Chen, S.; Chen, S.; Chen, X.; Chen, Y.; Cheng, H. C.; Cheng, H. J.; Cheng, Y.; Cheplakov, A.; Cheremushkina, E.; Cherkaoui El Moursli, R.; Chernyatin, V.; Cheu, E.; Chevalier, L.; Chiarella, V.; Chiarelli, G.; Chiodini, G.; Chisholm, A. S.; Chitan, A.; Chizhov, M. V.; Choi, K.; Chomont, A. R.; Chouridou, S.; Chow, B. K. B.; Christodoulou, V.; Chromek-Burckhart, D.; Chudoba, J.; Chuinard, A. J.; Chwastowski, J. J.; Chytka, L.; Ciapetti, G.; Ciftci, A. K.; Cinca, D.; Cindro, V.; Cioara, I. A.; Ciocio, A.; Cirotto, F.; Citron, Z. H.; Ciubancan, M.; Clark, A.; Clark, B. L.; Clark, M. R.; Clark, P. J.; Clarke, R. N.; Clement, C.; Coadou, Y.; Cobal, M.; Coccaro, A.; Cochran, J.; Coffey, L.; Colasurdo, L.; Cole, B.; Cole, S.; Colijn, A. P.; Collot, J.; Colombo, T.; Compostella, G.; Conde Muiño, P.; Coniavitis, E.; Connell, S. H.; Connelly, I. A.; Consorti, V.; Constantinescu, S.; Conta, C.; Conti, G.; Conventi, F.; Cooke, M.; Cooper, B. D.; Cooper-Sarkar, A. M.; Cornelissen, T.; Corradi, M.; Corriveau, F.; Corso-Radu, A.; Cortes-Gonzalez, A.; Cortiana, G.; Costa, G.; Costa, M. J.; Costanzo, D.; Cottin, G.; Cowan, G.; Cox, B. E.; Cranmer, K.; Crawley, S. J.; Cree, G.; Crépé-Renaudin, S.; Crescioli, F.; Cribbs, W. A.; Crispin Ortuzar, M.; Cristinziani, M.; Croft, V.; Crosetti, G.; Cuhadar Donszelmann, T.; Cummings, J.; Curatolo, M.; Cúth, J.; Cuthbert, C.; Czirr, H.; Czodrowski, P.; D’Auria, S.; D’Onofrio, M.; Da Cunha Sargedas De Sousa, M. J.; Da Via, C.; Dabrowski, W.; Dai, T.; Dale, O.; Dallaire, F.; Dallapiccola, C.; Dam, M.; Dandoy, J. R.; Dang, N. P.; Daniells, A. C.; Dann, N. S.; Danninger, M.; Dano Hoffmann, M.; Dao, V.; Darbo, G.; Darmora, S.; Dassoulas, J.; Dattagupta, A.; Davey, W.; David, C.; Davidek, T.; Davies, M.; Davison, P.; Davygora, Y.; Dawe, E.; Dawson, I.; Daya-Ishmukhametova, R. K.; De, K.; de Asmundis, R.; De Benedetti, A.; De Castro, S.; De Cecco, S.; De Groot, N.; de Jong, P.; De la Torre, H.; De Lorenzi, F.; De Pedis, D.; De Salvo, A.; De Sanctis, U.; De Santo, A.; De Vivie De Regie, J. B.; Dearnaley, W. J.; Debbe, R.; Debenedetti, C.; Dedovich, D. V.; Deigaard, I.; Del Peso, J.; Del Prete, T.; Delgove, D.; Deliot, F.; Delitzsch, C. M.; Deliyergiyev, M.; Dell’Acqua, A.; Dell’Asta, L.; Dell’Orso, M.; Della Pietra, M.; della Volpe, D.; Delmastro, M.; Delsart, P. A.; Deluca, C.; DeMarco, D. A.; Demers, S.; Demichev, M.; Demilly, A.; Denisov, S. P.; Denysiuk, D.; Derendarz, D.; Derkaoui, J. E.; Derue, F.; Dervan, P.; Desch, K.; Deterre, C.; Dette, K.; Deviveiros, P. O.; Dewhurst, A.; Dhaliwal, S.; Di Ciaccio, A.; Di Ciaccio, L.; Di Clemente, W. K.; Di Domenico, A.; Di Donato, C.; Di Girolamo, A.; Di Girolamo, B.; Di Mattia, A.; Di Micco, B.; Di Nardo, R.; Di Simone, A.; Di Sipio, R.; Di Valentino, D.; Diaconu, C.; Diamond, M.; Dias, F. A.; Diaz, M. A.; Diehl, E. B.; Dietrich, J.; Diglio, S.; Dimitrievska, A.; Dingfelder, J.; Dita, P.; Dita, S.; Dittus, F.; Djama, F.; Djobava, T.; Djuvsland, J. I.; do Vale, M. A. B.; Dobos, D.; Dobre, M.; Doglioni, C.; Dohmae, T.; Dolejsi, J.; Dolezal, Z.; Dolgoshein, B. A.; Donadelli, M.; Donati, S.; Dondero, P.; Donini, J.; Dopke, J.; Doria, A.; Dova, M. T.; Doyle, A. T.; Drechsler, E.; Dris, M.; Du, Y.; Duarte-Campderros, J.; Duchovni, E.; Duckeck, G.; Ducu, O. A.; Duda, D.; Dudarev, A.; Duflot, L.; Duguid, L.; Dührssen, M.; Dunford, M.; Duran Yildiz, H.; Düren, M.; Durglishvili, A.; Duschinger, D.; Dutta, B.; Dyndal, M.; Eckardt, C.; Ecker, K. M.; Edgar, R. C.; Edson, W.; Edwards, N. C.; Eifert, T.; Eigen, G.; Einsweiler, K.; Ekelof, T.; El Kacimi, M.; Ellajosyula, V.; Ellert, M.; Elles, S.; Ellinghaus, F.; Elliot, A. A.; Ellis, N.; Elmsheuser, J.; Elsing, M.; Emeliyanov, D.; Enari, Y.; Endner, O. C.; Endo, M.; Ennis, J. S.; Erdmann, J.; Ereditato, A.; Ernis, G.; Ernst, J.; Ernst, M.; Errede, S.; Ertel, E.; Escalier, M.; Esch, H.; Escobar, C.; Esposito, B.; Etienvre, A. I.; Etzion, E.; Evans, H.; Ezhilov, A.; Fabbri, F.; Fabbri, L.; Facini, G.; Fakhrutdinov, R. M.; Falciano, S.; Falla, R. J.; Faltova, J.; Fang, Y.; Fanti, M.; Farbin, A.; Farilla, A.; Farina, C.; Farooque, T.; Farrell, S.; Farrington, S. M.; Farthouat, P.; Fassi, F.; Fassnacht, P.; Fassouliotis, D.; Faucci Giannelli, M.; Favareto, A.; Fawcett, W. J.; Fayard, L.; Fedin, O. L.; Fedorko, W.; Feigl, S.; Feligioni, L.; Feng, C.; Feng, E. J.; Feng, H.; Fenyuk, A. B.; Feremenga, L.; Fernandez Martinez, P.; Fernandez Perez, S.; Ferrando, J.; Ferrari, A.; Ferrari, P.; Ferrari, R.; Ferreira de Lima, D. E.; Ferrer, A.; Ferrere, D.; Ferretti, C.; Ferretto Parodi, A.; Fiedler, F.; Filipčič, A.; Filipuzzi, M.; Filthaut, F.; Fincke-Keeler, M.; Finelli, K. D.; Fiolhais, M. C. N.; Fiorini, L.; Firan, A.; Fischer, A.; Fischer, C.; Fischer, J.; Fisher, W. C.; Flaschel, N.; Fleck, I.; Fleischmann, P.; Fletcher, G. T.; Fletcher, G.; Fletcher, R. R. M.; Flick, T.; Floderus, A.; Flores Castillo, L. R.; Flowerdew, M. J.; Forcolin, G. T.; Formica, A.; Forti, A.; Foster, A. G.; Fournier, D.; Fox, H.; Fracchia, S.; Francavilla, P.; Franchini, M.; Francis, D.; Franconi, L.; Franklin, M.; Frate, M.; Fraternali, M.; Freeborn, D.; Fressard-Batraneanu, S. M.; Friedrich, F.; Froidevaux, D.; Frost, J. A.; Fukunaga, C.; Fullana Torregrosa, E.; Fusayasu, T.; Fuster, J.; Gabaldon, C.; Gabizon, O.; Gabrielli, A.; Gabrielli, A.; Gach, G. P.; Gadatsch, S.; Gadomski, S.; Gagliardi, G.; Gagnon, L. G.; Gagnon, P.; Galea, C.; Galhardo, B.; Gallas, E. J.; Gallop, B. J.; Gallus, P.; Galster, G.; Gan, K. K.; Gao, J.; Gao, Y.; Gao, Y. S.; Garay Walls, F. M.; García, C.; García Navarro, J. E.; Garcia-Sciveres, M.; Gardner, R. W.; Garelli, N.; Garonne, V.; Gascon Bravo, A.; Gatti, C.; Gaudiello, A.; Gaudio, G.; Gaur, B.; Gauthier, L.; Gavrilenko, I. L.; Gay, C.; Gaycken, G.; Gazis, E. N.; Gecse, Z.; Gee, C. N. P.; Geich-Gimbel, Ch.; Geisler, M. P.; Gemme, C.; Genest, M. H.; Geng, C.; Gentile, S.; George, S.; Gerbaudo, D.; Gershon, A.; Ghasemi, S.; Ghazlane, H.; Ghneimat, M.; Giacobbe, B.; Giagu, S.; Giannetti, P.; Gibbard, B.; Gibson, S. M.; Gignac, M.; Gilchriese, M.; Gillam, T. P. S.; Gillberg, D.; Gilles, G.; Gingrich, D. M.; Giokaris, N.; Giordani, M. P.; Giorgi, F. M.; Giorgi, F. M.; Giraud, P. F.; Giromini, P.; Giugni, D.; Giuli, F.; Giuliani, C.; Giulini, M.; Gjelsten, B. K.; Gkaitatzis, S.; Gkialas, I.; Gkougkousis, E. L.; Gladilin, L. K.; Glasman, C.; Glatzer, J.; Glaysher, P. C. F.; Glazov, A.; Goblirsch-Kolb, M.; Godlewski, J.; Goldfarb, S.; Golling, T.; Golubkov, D.; Gomes, A.; Gonçalo, R.; Goncalves Pinto Firmino Da Costa, J.; Gonella, L.; Gongadze, A.; González de la Hoz, S.; Gonzalez Parra, G.; Gonzalez-Sevilla, S.; Goossens, L.; Gorbounov, P. A.; Gordon, H. A.; Gorelov, I.; Gorini, B.; Gorini, E.; Gorišek, A.; Gornicki, E.; Goshaw, A. T.; Gössling, C.; Gostkin, M. I.; Goudet, C. R.; Goujdami, D.; Goussiou, A. G.; Govender, N.; Gozani, E.; Graber, L.; Grabowska-Bold, I.; Gradin, P. O. J.; Grafström, P.; Gramling, J.; Gramstad, E.; Grancagnolo, S.; Gratchev, V.; Gray, H. M.; Graziani, E.; Greenwood, Z. D.; Grefe, C.; Gregersen, K.; Gregor, I. M.; Grenier, P.; Grevtsov, K.; Griffiths, J.; Grillo, A. A.; Grimm, K.; Grinstein, S.; Gris, Ph.; Grivaz, J. -F.; Groh, S.; Grohs, J. P.; Gross, E.; Grosse-Knetter, J.; Grossi, G. C.; Grout, Z. J.; Guan, L.; Guan, W.; Guenther, J.; Guescini, F.; Guest, D.; Gueta, O.; Guido, E.; Guillemin, T.; Guindon, S.; Gul, U.; Gumpert, C.; Guo, J.; Guo, Y.; Gupta, S.; Gustavino, G.; Gutierrez, P.; Gutierrez Ortiz, N. G.; Gutschow, C.; Guyot, C.; Gwenlan, C.; Gwilliam, C. B.; Haas, A.; Haber, C.; Hadavand, H. K.; Haddad, N.; Hadef, A.; Haefner, P.; Hageböck, S.; Hajduk, Z.; Hakobyan, H.; Haleem, M.; Haley, J.; Hall, D.; Halladjian, G.; Hallewell, G. D.; Hamacher, K.; Hamal, P.; Hamano, K.; Hamilton, A.; Hamity, G. N.; Hamnett, P. G.; Han, L.; Hanagaki, K.; Hanawa, K.; Hance, M.; Haney, B.; Hanke, P.; Hanna, R.; Hansen, J. B.; Hansen, J. D.; Hansen, M. C.; Hansen, P. H.; Hara, K.; Hard, A. S.; Harenberg, T.; Hariri, F.; Harkusha, S.; Harrington, R. D.; Harrison, P. F.; Hartjes, F.; Hasegawa, M.; Hasegawa, Y.; Hasib, A.; Hassani, S.; Haug, S.; Hauser, R.; Hauswald, L.; Havranek, M.; Hawkes, C. M.; Hawkings, R. J.; Hawkins, A. D.; Hayden, D.; Hays, C. P.; Hays, J. M.; Hayward, H. S.; Haywood, S. J.; Head, S. J.; Heck, T.; Hedberg, V.; Heelan, L.; Heim, S.; Heim, T.; Heinemann, B.; Heinrich, J. J.; Heinrich, L.; Heinz, C.; Hejbal, J.; Helary, L.; Hellman, S.; Helsens, C.; Henderson, J.; Henderson, R. C. W.; Heng, Y.; Henkelmann, S.; Henriques Correia, A. M.; Henrot-Versille, S.; Herbert, G. H.; Hernández Jiménez, Y.; Herten, G.; Hertenberger, R.; Hervas, L.; Hesketh, G. G.; Hessey, N. P.; Hetherly, J. W.; Hickling, R.; Higón-Rodriguez, E.; Hill, E.; Hill, J. C.; Hiller, K. H.; Hillier, S. J.; Hinchliffe, I.; Hines, E.; Hinman, R. R.; Hirose, M.; Hirschbuehl, D.; Hobbs, J.; Hod, N.; Hodgkinson, M. C.; Hodgson, P.; Hoecker, A.; Hoeferkamp, M. R.; Hoenig, F.; Hohlfeld, M.; Hohn, D.; Holmes, T. R.; Homann, M.; Hong, T. M.; Hooberman, B. H.; Hopkins, W. H.; Horii, Y.; Horton, A. J.; Hostachy, J-Y.; Hou, S.; Hoummada, A.; Howard, J.; Howarth, J.; Hrabovsky, M.; Hristova, I.; Hrivnac, J.; Hryn’ova, T.; Hrynevich, A.; Hsu, C.; Hsu, P. J.; Hsu, S. -C.; Hu, D.; Hu, Q.; Huang, Y.; Hubacek, Z.; Hubaut, F.; Huegging, F.; Huffman, T. B.; Hughes, E. W.; Hughes, G.; Huhtinen, M.; Hülsing, T. A.; Huseynov, N.; Huston, J.; Huth, J.; Iacobucci, G.; Iakovidis, G.; Ibragimov, I.; Iconomidou-Fayard, L.; Ideal, E.; Idrissi, Z.; Iengo, P.; Igonkina, O.; Iizawa, T.; Ikegami, Y.; Ikeno, M.; Ilchenko, Y.; Iliadis, D.; Ilic, N.; Ince, T.; Introzzi, G.; Ioannou, P.; Iodice, M.; Iordanidou, K.; Ippolito, V.; Irles Quiles, A.; Isaksson, C.; Ishino, M.; Ishitsuka, M.; Ishmukhametov, R.; Issever, C.; Istin, S.; Ito, F.; Iturbe Ponce, J. M.; Iuppa, R.; Ivarsson, J.; Iwanski, W.; Iwasaki, H.; Izen, J. M.; Izzo, V.; Jabbar, S.; Jackson, B.; Jackson, M.; Jackson, P.; Jain, V.; Jakobi, K. B.; Jakobs, K.; Jakobsen, S.; Jakoubek, T.; Jamin, D. O.; Jana, D. K.; Jansen, E.; Jansky, R.; Janssen, J.; Janus, M.; Jarlskog, G.; Javadov, N.; Javůrek, T.; Jeanneau, F.; Jeanty, L.; Jejelava, J.; Jeng, G. -Y.; Jennens, D.; Jenni, P.; Jentzsch, J.; Jeske, C.; Jézéquel, S.; Ji, H.; Jia, J.; Jiang, H.; Jiang, Y.; Jiggins, S.; Jimenez Pena, J.; Jin, S.; Jinaru, A.; Jinnouchi, O.; Johansson, P.; Johns, K. A.; Johnson, W. J.; Jon-And, K.; Jones, G.; Jones, R. W. L.; Jones, S.; Jones, T. J.; Jongmanns, J.; Jorge, P. M.; Jovicevic, J.; Ju, X.; Juste Rozas, A.; Köhler, M. K.; Kaczmarska, A.; Kado, M.; Kagan, H.; Kagan, M.; Kahn, S. J.; Kajomovitz, E.; Kalderon, C. W.; Kaluza, A.; Kama, S.; Kamenshchikov, A.; Kanaya, N.; Kaneti, S.; Kantserov, V. A.; Kanzaki, J.; Kaplan, B.; Kaplan, L. S.; Kapliy, A.; Kar, D.; Karakostas, K.; Karamaoun, A.; Karastathis, N.; Kareem, M. J.; Karentzos, E.; Karnevskiy, M.; Karpov, S. N.; Karpova, Z. M.; Karthik, K.; Kartvelishvili, V.; Karyukhin, A. N.; Kasahara, K.; Kashif, L.; Kass, R. D.; Kastanas, A.; Kataoka, Y.; Kato, C.; Katre, A.; Katzy, J.; Kawade, K.; Kawagoe, K.; Kawamoto, T.; Kawamura, G.; Kazama, S.; Kazanin, V. F.; Keeler, R.; Kehoe, R.; Keller, J. S.; Kempster, J. J.; Keoshkerian, H.; Kepka, O.; Kerševan, B. P.; Kersten, S.; Keyes, R. A.; Khalil-zada, F.; Khandanyan, H.; Khanov, A.; Kharlamov, A. G.; Khoo, T. J.; Khovanskiy, V.; Khramov, E.; Khubua, J.; Kido, S.; Kim, H. Y.; Kim, S. H.; Kim, Y. K.; Kimura, N.; Kind, O. M.; King, B. T.; King, M.; King, S. B.; Kirk, J.; Kiryunin, A. E.; Kishimoto, T.; Kisielewska, D.; Kiss, F.; Kiuchi, K.; Kivernyk, O.; Kladiva, E.; Klein, M. H.; Klein, M.; Klein, U.; Kleinknecht, K.; Klimek, P.; Klimentov, A.; Klingenberg, R.; Klinger, J. A.; Klioutchnikova, T.; Kluge, E. -E.; Kluit, P.; Kluth, S.; Knapik, J.; Kneringer, E.; Knoops, E. B. F. G.; Knue, A.; Kobayashi, A.; Kobayashi, D.; Kobayashi, T.; Kobel, M.; Kocian, M.; Kodys, P.; Koffas, T.; Koffeman, E.; Kogan, L. A.; Kohriki, T.; Koi, T.; Kolanoski, H.; Kolb, M.; Koletsou, I.; Komar, A. A.; Komori, Y.; Kondo, T.; Kondrashova, N.; Köneke, K.; König, A. C.; Kono, T.; Konoplich, R.; Konstantinidis, N.; Kopeliansky, R.; Koperny, S.; Köpke, L.; Kopp, A. K.; Korcyl, K.; Kordas, K.; Korn, A.; Korol, A. A.; Korolkov, I.; Korolkova, E. V.; Kortner, O.; Kortner, S.; Kosek, T.; Kostyukhin, V. V.; Kotov, V. M.; Kotwal, A.; Kourkoumeli-Charalampidi, A.; Kourkoumelis, C.; Kouskoura, V.; Koutsman, A.; Kowalewska, A. B.; Kowalewski, R.; Kowalski, T. Z.; Kozanecki, W.; Kozhin, A. S.; Kramarenko, V. A.; Kramberger, G.; Krasnopevtsev, D.; Krasny, M. W.; Krasznahorkay, A.; Kraus, J. K.; Kravchenko, A.; Kretz, M.; Kretzschmar, J.; Kreutzfeldt, K.; Krieger, P.; Krizka, K.; Kroeninger, K.; Kroha, H.; Kroll, J.; Kroseberg, J.; Krstic, J.; Kruchonak, U.; Krüger, H.; Krumnack, N.; Kruse, A.; Kruse, M. C.; Kruskal, M.; Kubota, T.; Kucuk, H.; Kuday, S.; Kuechler, J. T.; Kuehn, S.; Kugel, A.; Kuger, F.; Kuhl, A.; Kuhl, T.; Kukhtin, V.; Kukla, R.; Kulchitsky, Y.; Kuleshov, S.; Kuna, M.; Kunigo, T.; Kupco, A.; Kurashige, H.; Kurochkin, Y. A.; Kus, V.; Kuwertz, E. S.; Kuze, M.; Kvita, J.; Kwan, T.; Kyriazopoulos, D.; La Rosa, A.; La Rosa Navarro, J. L.; La Rotonda, L.; Lacasta, C.; Lacava, F.; Lacey, J.; Lacker, H.; Lacour, D.; Lacuesta, V. R.; Ladygin, E.; Lafaye, R.; Laforge, B.; Lagouri, T.; Lai, S.; Lammers, S.; Lampl, W.; Lançon, E.; Landgraf, U.; Landon, M. P. J.; Lang, V. S.; Lange, J. C.; Lankford, A. J.; Lanni, F.; Lantzsch, K.; Lanza, A.; Laplace, S.; Lapoire, C.; Laporte, J. F.; Lari, T.; Lasagni Manghi, F.; Lassnig, M.; Laurelli, P.; Lavrijsen, W.; Law, A. T.; Laycock, P.; Lazovich, T.; Lazzaroni, M.; Le Dortz, O.; Le Guirriec, E.; Le Menedeu, E.; Le Quilleuc, E. P.; LeBlanc, M.; LeCompte, T.; Ledroit-Guillon, F.; Lee, C. A.; Lee, S. C.; Lee, L.; Lefebvre, G.; Lefebvre, M.; Legger, F.; Leggett, C.; Lehan, A.; Lehmann Miotto, G.; Lei, X.; Leight, W. A.; Leisos, A.; Leister, A. G.; Leite, M. A. L.; Leitner, R.; Lellouch, D.; Lemmer, B.; Leney, K. J. C.; Lenz, T.; Lenzi, B.; Leone, R.; Leone, S.; Leonidopoulos, C.; Leontsinis, S.; Lerner, G.; Leroy, C.; Lesage, A. A. J.; Lester, C. G.; Levchenko, M.; Levêque, J.; Levin, D.; Levinson, L. J.; Levy, M.; Leyko, A. M.; Leyton, M.; Li, B.; Li, H.; Li, H. L.; Li, L.; Li, L.; Li, Q.; Li, S.; Li, X.; Li, Y.; Liang, Z.; Liao, H.; Liberti, B.; Liblong, A.; Lichard, P.; Lie, K.; Liebal, J.; Liebig, W.; Limbach, C.; Limosani, A.; Lin, S. C.; Lin, T. H.; Lindquist, B. E.; Lipeles, E.; Lipniacka, A.; Lisovyi, M.; Liss, T. M.; Lissauer, D.; Lister, A.; Litke, A. M.; Liu, B.; Liu, D.; Liu, H.; Liu, H.; Liu, J.; Liu, J. B.; Liu, K.; Liu, L.; Liu, M.; Liu, M.; Liu, Y. L.; Liu, Y.; Livan, M.; Lleres, A.; Llorente Merino, J.; Lloyd, S. L.; Lo Sterzo, F.; Lobodzinska, E.; Loch, P.; Lockman, W. S.; Loebinger, F. K.; Loevschall-Jensen, A. E.; Loew, K. M.; Loginov, A.; Lohse, T.; Lohwasser, K.; Lokajicek, M.; Long, B. A.; Long, J. D.; Long, R. E.; Longo, L.; Looper, K. A.; Lopes, L.; Lopez Mateos, D.; Lopez Paredes, B.; Lopez Paz, I.; Lopez Solis, A.; Lorenz, J.; Lorenzo Martinez, N.; Losada, M.; Lösel, P. J.; Lou, X.; Lounis, A.; Love, J.; Love, P. A.; Lu, H.; Lu, N.; Lubatti, H. J.; Luci, C.; Lucotte, A.; Luedtke, C.; Luehring, F.; Lukas, W.; Luminari, L.; Lundberg, O.; Lund-Jensen, B.; Lynn, D.; Lysak, R.; Lytken, E.; Lyubushkin, V.; Ma, H.; Ma, L. L.; Ma, Y.; Maccarrone, G.; Macchiolo, A.; Macdonald, C. M.; Maček, B.; Machado Miguens, J.; Madaffari, D.; Madar, R.; Maddocks, H. J.; Mader, W. F.; Madsen, A.; Maeda, J.; Maeland, S.; Maeno, T.; Maevskiy, A.; Magradze, E.; Mahlstedt, J.; Maiani, C.; Maidantchik, C.; Maier, A. A.; Maier, T.; Maio, A.; Majewski, S.; Makida, Y.; Makovec, N.; Malaescu, B.; Malecki, Pa.; Maleev, V. P.; Malek, F.; Mallik, U.; Malon, D.; Malone, C.; Maltezos, S.; Malyshev, V. M.; Malyukov, S.; Mamuzic, J.; Mancini, G.; Mandelli, B.; Mandelli, L.; Mandić, I.; Maneira, J.; Manhaes de Andrade Filho, L.; Manjarres Ramos, J.; Mann, A.; Mansoulie, B.; Mantifel, R.; Mantoani, M.; Manzoni, S.; Mapelli, L.; Marceca, G.; March, L.; Marchiori, G.; Marcisovsky, M.; Marjanovic, M.; Marley, D. E.; Marroquim, F.; Marsden, S. P.; Marshall, Z.; Marti, L. F.; Marti-Garcia, S.; Martin, B.; Martin, T. A.; Martin, V. J.; Martin dit Latour, B.; Martinez, M.; Martin-Haugh, S.; Martoiu, V. S.; Martyniuk, A. C.; Marx, M.; Marzano, F.; Marzin, A.; Masetti, L.; Mashimo, T.; Mashinistov, R.; Masik, J.; Maslennikov, A. L.; Massa, I.; Massa, L.; Mastrandrea, P.; Mastroberardino, A.; Masubuchi, T.; Mättig, P.; Mattmann, J.; Maurer, J.; Maxfield, S. J.; Maximov, D. A.; Mazini, R.; Mazza, S. M.; Mc Fadden, N. C.; Mc Goldrick, G.; Mc Kee, S. P.; McCarn, A.; McCarthy, R. L.; McCarthy, T. G.; McClymont, L. I.; McFarlane, K. W.; Mcfayden, J. A.; Mchedlidze, G.; McMahon, S. J.; McPherson, R. A.; Medinnis, M.; Meehan, S.; Mehlhase, S.; Mehta, A.; Meier, K.; Meineck, C.; Meirose, B.; Mellado Garcia, B. R.; Meloni, F.; Mengarelli, A.; Menke, S.; Meoni, E.; Mercurio, K. M.; Mergelmeyer, S.; Mermod, P.; Merola, L.; Meroni, C.; Merritt, F. S.; Messina, A.; Metcalfe, J.; Mete, A. S.; Meyer, C.; Meyer, C.; Meyer, J-P.; Meyer, J.; Meyer Zu Theenhausen, H.; Middleton, R. P.; Miglioranzi, S.; Mijović, L.; Mikenberg, G.; Mikestikova, M.; Mikuž, M.; Milesi, M.; Milic, A.; Miller, D. W.; Mills, C.; Milov, A.; Milstead, D. A.; Minaenko, A. A.; Minami, Y.; Minashvili, I. A.; Mincer, A. I.; Mindur, B.; Mineev, M.; Ming, Y.; Mir, L. M.; Mistry, K. P.; Mitani, T.; Mitrevski, J.; Mitsou, V. A.; Miucci, A.; Miyagawa, P. S.; Mjörnmark, J. U.; Moa, T.; Mochizuki, K.; Mohapatra, S.; Mohr, W.; Molander, S.; Moles-Valls, R.; Monden, R.; Mondragon, M. C.; Mönig, K.; Monk, J.; Monnier, E.; Montalbano, A.; Montejo Berlingen, J.; Monticelli, F.; Monzani, S.; Moore, R. W.; Morange, N.; Moreno, D.; Moreno Llácer, M.; Morettini, P.; Mori, D.; Mori, T.; Morii, M.; Morinaga, M.; Morisbak, V.; Moritz, S.; Morley, A. K.; Mornacchi, G.; Morris, J. D.; Mortensen, S. S.; Morvaj, L.; Mosidze, M.; Moss, J.; Motohashi, K.; Mount, R.; Mountricha, E.; Mouraviev, S. V.; Moyse, E. J. W.; Muanza, S.; Mudd, R. D.; Mueller, F.; Mueller, J.; Mueller, R. S. P.; Mueller, T.; Muenstermann, D.; Mullen, P.; Mullier, G. A.; Munoz Sanchez, F. J.; Murillo Quijada, J. A.; Murray, W. J.; Musheghyan, H.; Muskinja, M.; Myagkov, A. G.; Myska, M.; Nachman, B. P.; Nackenhorst, O.; Nadal, J.; Nagai, K.; Nagai, R.; Nagano, K.; Nagasaka, Y.; Nagata, K.; Nagel, M.; Nagy, E.; Nairz, A. M.; Nakahama, Y.; Nakamura, K.; Nakamura, T.; Nakano, I.; Namasivayam, H.; Naranjo Garcia, R. F.; Narayan, R.; Narrias Villar, D. I.; Naryshkin, I.; Naumann, T.; Navarro, G.; Nayyar, R.; Neal, H. A.; Nechaeva, P. Yu.; Neep, T. J.; Nef, P. D.; Negri, A.; Negrini, M.; Nektarijevic, S.; Nellist, C.; Nelson, A.; Nemecek, S.; Nemethy, P.; Nepomuceno, A. A.; Nessi, M.; Neubauer, M. S.; Neumann, M.; Neves, R. M.; Nevski, P.; Newman, P. R.; Nguyen, D. H.; Nickerson, R. B.; Nicolaidou, R.; Nicquevert, B.; Nielsen, J.; Nikiforov, A.; Nikolaenko, V.; Nikolic-Audit, I.; Nikolopoulos, K.; Nilsen, J. K.; Nilsson, P.; Ninomiya, Y.; Nisati, A.; Nisius, R.; Nobe, T.; Nodulman, L.; Nomachi, M.; Nomidis, I.; Nooney, T.; Norberg, S.; Nordberg, M.; Norjoharuddeen, N.; Novgorodova, O.; Nowak, S.; Nozaki, M.; Nozka, L.; Ntekas, K.; Nurse, E.; Nuti, F.; O’grady, F.; O’Neil, D. C.; O’Rourke, A. A.; O’Shea, V.; Oakham, F. G.; Oberlack, H.; Obermann, T.; Ocariz, J.; Ochi, A.; Ochoa, I.; Ochoa-Ricoux, J. P.; Oda, S.; Odaka, S.; Ogren, H.; Oh, A.; Oh, S. H.; Ohm, C. C.; Ohman, H.; Oide, H.; Okawa, H.; Okumura, Y.; Okuyama, T.; Olariu, A.; Oleiro Seabra, L. F.; Olivares Pino, S. A.; Oliveira Damazio, D.; Olszewski, A.; Olszowska, J.; Onofre, A.; Onogi, K.; Onyisi, P. U. E.; Oram, C. J.; Oreglia, M. J.; Oren, Y.; Orestano, D.; Orlando, N.; Orr, R. S.; Osculati, B.; Ospanov, R.; Otero y Garzon, G.; Otono, H.; Ouchrif, M.; Ould-Saada, F.; Ouraou, A.; Oussoren, K. P.; Ouyang, Q.; Ovcharova, A.; Owen, M.; Owen, R. E.; Ozcan, V. E.; Ozturk, N.; Pachal, K.; Pacheco Pages, A.; Padilla Aranda, C.; Pagáčová, M.; Pagan Griso, S.; Paige, F.; Pais, P.; Pajchel, K.; Palacino, G.; Palestini, S.; Palka, M.; Pallin, D.; Palma, A.; Panagiotopoulou, E. St.; Pandini, C. E.; Panduro Vazquez, J. G.; Pani, P.; Panitkin, S.; Pantea, D.; Paolozzi, L.; Papadopoulou, Th. D.; Papageorgiou, K.; Paramonov, A.; Paredes Hernandez, D.; Parker, A. J.; Parker, M. A.; Parker, K. A.; Parodi, F.; Parsons, J. A.; Parzefall, U.; Pascuzzi, V.; Pasqualucci, E.; Passaggio, S.; Pastore, F.; Pastore, Fr.; Pásztor, G.; Pataraia, S.; Patel, N. D.; Pater, J. R.; Pauly, T.; Pearce, J.; Pearson, B.; Pedersen, L. E.; Pedersen, M.; Pedraza Lopez, S.; Pedro, R.; Peleganchuk, S. V.; Pelikan, D.; Penc, O.; Peng, C.; Peng, H.; Penwell, J.; Peralva, B. S.; Perego, M. M.; Perepelitsa, D. V.; Perez Codina, E.; Perini, L.; Pernegger, H.; Perrella, S.; Peschke, R.; Peshekhonov, V. D.; Peters, K.; Peters, R. F. Y.; Petersen, B. A.; Petersen, T. C.; Petit, E.; Petridis, A.; Petridou, C.; Petroff, P.; Petrolo, E.; Petrov, M.; Petrucci, F.; Pettersson, N. E.; Peyaud, A.; Pezoa, R.; Phillips, P. W.; Piacquadio, G.; Pianori, E.; Picazio, A.; Piccaro, E.; Piccinini, M.; Pickering, M. A.; Piegaia, R.; Pilcher, J. E.; Pilkington, A. D.; Pin, A. W. J.; Pina, J.; Pinamonti, M.; Pinfold, J. L.; Pingel, A.; Pires, S.; Pirumov, H.; Pitt, M.; Plazak, L.; Pleier, M. -A.; Pleskot, V.; Plotnikova, E.; Plucinski, P.; Pluth, D.; Poettgen, R.; Poggioli, L.; Pohl, D.; Polesello, G.; Poley, A.; Policicchio, A.; Polifka, R.; Polini, A.; Pollard, C. S.; Polychronakos, V.; Pommès, K.; Pontecorvo, L.; Pope, B. G.; Popeneciu, G. A.; Popovic, D. S.; Poppleton, A.; Pospisil, S.; Potamianos, K.; Potrap, I. N.; Potter, C. J.; Potter, C. T.; Poulard, G.; Poveda, J.; Pozdnyakov, V.; Pozo Astigarraga, M. E.; Pralavorio, P.; Pranko, A.; Prell, S.; Price, D.; Price, L. E.; Primavera, M.; Prince, S.; Proissl, M.; Prokofiev, K.; Prokoshin, F.; Protopopescu, S.; Proudfoot, J.; Przybycien, M.; Puddu, D.; Puldon, D.; Purohit, M.; Puzo, P.; Qian, J.; Qin, G.; Qin, Y.; Quadt, A.; Quayle, W. B.; Queitsch-Maitland, M.; Quilty, D.; Raddum, S.; Radeka, V.; Radescu, V.; Radhakrishnan, S. K.; Radloff, P.; Rados, P.; Ragusa, F.; Rahal, G.; Raine, J. A.; Rajagopalan, S.; Rammensee, M.; Rangel-Smith, C.; Ratti, M. G.; Rauscher, F.; Rave, S.; Ravenscroft, T.; Raymond, M.; Read, A. L.; Readioff, N. P.; Rebuzzi, D. M.; Redelbach, A.; Redlinger, G.; Reece, R.; Reeves, K.; Rehnisch, L.; Reichert, J.; Reisin, H.; Rembser, C.; Ren, H.; Rescigno, M.; Resconi, S.; Rezanova, O. L.; Reznicek, P.; Rezvani, R.; Richter, R.; Richter, S.; Richter-Was, E.; Ricken, O.; Ridel, M.; Rieck, P.; Riegel, C. J.; Rieger, J.; Rifki, O.; Rijssenbeek, M.; Rimoldi, A.; Rinaldi, L.; Ristić, B.; Ritsch, E.; Riu, I.; Rizatdinova, F.; Rizvi, E.; Rizzi, C.; Robertson, S. H.; Robichaud-Veronneau, A.; Robinson, D.; Robinson, J. E. M.; Robson, A.; Roda, C.; Rodina, Y.; Rodriguez Perez, A.; Rodriguez Rodriguez, D.; Roe, S.; Rogan, C. S.; Røhne, O.; Romaniouk, A.; Romano, M.; Romano Saez, S. M.; Romero Adam, E.; Rompotis, N.; Ronzani, M.; Roos, L.; Ros, E.; Rosati, S.; Rosbach, K.; Rose, P.; Rosenthal, O.; Rossetti, V.; Rossi, E.; Rossi, L. P.; Rosten, J. H. N.; Rosten, R.; Rotaru, M.; Roth, I.; Rothberg, J.; Rousseau, D.; Royon, C. R.; Rozanov, A.; Rozen, Y.; Ruan, X.; Rubbo, F.; Rubinskiy, I.; Rud, V. I.; Rudolph, M. S.; Rühr, F.; Ruiz-Martinez, A.; Rurikova, Z.; Rusakovich, N. A.; Ruschke, A.; Russell, H. L.; Rutherfoord, J. P.; Ruthmann, N.; Ryabov, Y. F.; Rybar, M.; Rybkin, G.; Ryu, S.; Ryzhov, A.; Saavedra, A. F.; Sabato, G.; Sacerdoti, S.; Sadrozinski, H. F-W.; Sadykov, R.; Safai Tehrani, F.; Saha, P.; Sahinsoy, M.; Saimpert, M.; Saito, T.; Sakamoto, H.; Sakurai, Y.; Salamanna, G.; Salamon, A.; Salazar Loyola, J. E.; Salek, D.; Sales De Bruin, P. H.; Salihagic, D.; Salnikov, A.; Salt, J.; Salvatore, D.; Salvatore, F.; Salvucci, A.; Salzburger, A.; Sammel, D.; Sampsonidis, D.; Sanchez, A.; Sánchez, J.; Sanchez Martinez, V.; Sandaker, H.; Sandbach, R. L.; Sander, H. G.; Sanders, M. P.; Sandhoff, M.; Sandoval, C.; Sandstroem, R.; Sankey, D. P. C.; Sannino, M.; Sansoni, A.; Santoni, C.; Santonico, R.; Santos, H.; Santoyo Castillo, I.; Sapp, K.; Sapronov, A.; Saraiva, J. G.; Sarrazin, B.; Sasaki, O.; Sasaki, Y.; Sato, K.; Sauvage, G.; Sauvan, E.; Savage, G.; Savard, P.; Sawyer, C.; Sawyer, L.; Saxon, J.; Sbarra, C.; Sbrizzi, A.; Scanlon, T.; Scannicchio, D. A.; Scarcella, M.; Scarfone, V.; Schaarschmidt, J.; Schacht, P.; Schaefer, D.; Schaefer, R.; Schaeffer, J.; Schaepe, S.; Schaetzel, S.; Schäfer, U.; Schaffer, A. C.; Schaile, D.; Schamberger, R. D.; Scharf, V.; Schegelsky, V. A.; Scheirich, D.; Schernau, M.; Schiavi, C.; Schillo, C.; Schioppa, M.; Schlenker, S.; Schmieden, K.; Schmitt, C.; Schmitt, S.; Schmitz, S.; Schneider, B.; Schnellbach, Y. J.; Schnoor, U.; Schoeffel, L.; Schoening, A.; Schoenrock, B. D.; Schopf, E.; Schorlemmer, A. L. S.; Schott, M.; Schovancova, J.; Schramm, S.; Schreyer, M.; Schuh, N.; Schultens, M. J.; Schultz-Coulon, H. -C.; Schulz, H.; Schumacher, M.; Schumm, B. A.; Schune, Ph.; Schwanenberger, C.; Schwartzman, A.; Schwarz, T. A.; Schwegler, Ph.; Schweiger, H.; Schwemling, Ph.; Schwienhorst, R.; Schwindling, J.; Schwindt, T.; Sciolla, G.; Scuri, F.; Scutti, F.; Searcy, J.; Seema, P.; Seidel, S. C.; Seiden, A.; Seifert, F.; Seixas, J. M.; Sekhniaidze, G.; Sekhon, K.; Sekula, S. J.; Seliverstov, D. M.; Semprini-Cesari, N.; Serfon, C.; Serin, L.; Serkin, L.; Sessa, M.; Seuster, R.; Severini, H.; Sfiligoj, T.; Sforza, F.; Sfyrla, A.; Shabalina, E.; Shaikh, N. W.; Shan, L. Y.; Shang, R.; Shank, J. T.; Shapiro, M.; Shatalov, P. B.; Shaw, K.; Shaw, S. M.; Shcherbakova, A.; Shehu, C. Y.; Sherwood, P.; Shi, L.; Shimizu, S.; Shimmin, C. O.; Shimojima, M.; Shiyakova, M.; Shmeleva, A.; Shoaleh Saadi, D.; Shochet, M. J.; Shojaii, S.; Shrestha, S.; Shulga, E.; Shupe, M. A.; Sicho, P.; Sidebo, P. E.; Sidiropoulou, O.; Sidorov, D.; Sidoti, A.; Siegert, F.; Sijacki, Dj.; Silva, J.; Silverstein, S. B.; Simak, V.; Simard, O.; Simic, Lj.; Simion, S.; Simioni, E.; Simmons, B.; Simon, D.; Simon, M.; Sinervo, P.; Sinev, N. B.; Sioli, M.; Siragusa, G.; Sivoklokov, S. Yu.; Sjölin, J.; Sjursen, T. B.; Skinner, M. B.; Skottowe, H. P.; Skubic, P.; Slater, M.; Slavicek, T.; Slawinska, M.; Sliwa, K.; Slovak, R.; Smakhtin, V.; Smart, B. H.; Smestad, L.; Smirnov, S. Yu.; Smirnov, Y.; Smirnova, L. N.; Smirnova, O.; Smith, M. N. K.; Smith, R. W.; Smizanska, M.; Smolek, K.; Snesarev, A. A.; Snidero, G.; Snyder, S.; Sobie, R.; Socher, F.; Soffer, A.; Soh, D. A.; Sokhrannyi, G.; Solans Sanchez, C. A.; Solar, M.; Soldatov, E. Yu.; Soldevila, U.; Solodkov, A. A.; Soloshenko, A.; Solovyanov, O. V.; Solovyev, V.; Sommer, P.; Son, H.; Song, H. Y.; Sood, A.; Sopczak, A.; Sopko, V.; Sorin, V.; Sosa, D.; Sotiropoulou, C. L.; Soualah, R.; Soukharev, A. M.; South, D.; Sowden, B. C.; Spagnolo, S.; Spalla, M.; Spangenberg, M.; Spanò, F.; Sperlich, D.; Spettel, F.; Spighi, R.; Spigo, G.; Spiller, L. A.; Spousta, M.; St. Denis, R. D.; Stabile, A.; Staerz, S.; Stahlman, J.; Stamen, R.; Stamm, S.; Stanecka, E.; Stanek, R. W.; Stanescu, C.; Stanescu-Bellu, M.; Stanitzki, M. M.; Stapnes, S.; Starchenko, E. A.; Stark, G. H.; Stark, J.; Staroba, P.; Starovoitov, P.; Staszewski, R.; Steinberg, P.; Stelzer, B.; Stelzer, H. J.; Stelzer-Chilton, O.; Stenzel, H.; Stewart, G. A.; Stillings, J. A.; Stockton, M. C.; Stoebe, M.; Stoicea, G.; Stolte, P.; Stonjek, S.; Stradling, A. R.; Straessner, A.; Stramaglia, M. E.; Strandberg, J.; Strandberg, S.; Strandlie, A.; Strauss, M.; Strizenec, P.; Ströhmer, R.; Strom, D. M.; Stroynowski, R.; Strubig, A.; Stucci, S. A.; Stugu, B.; Styles, N. A.; Su, D.; Su, J.; Subramaniam, R.; Suchek, S.; Sugaya, Y.; Suk, M.; Sulin, V. V.; Sultansoy, S.; Sumida, T.; Sun, S.; Sun, X.; Sundermann, J. E.; Suruliz, K.; Susinno, G.; Sutton, M. R.; Suzuki, S.; Svatos, M.; Swiatlowski, M.; Sykora, I.; Sykora, T.; Ta, D.; Taccini, C.; Tackmann, K.; Taenzer, J.; Taffard, A.; Tafirout, R.; Taiblum, N.; Takai, H.; Takashima, R.; Takeda, H.; Takeshita, T.; Takubo, Y.; Talby, M.; Talyshev, A. A.; Tam, J. Y. C.; Tan, K. G.; Tanaka, J.; Tanaka, R.; Tanaka, S.; Tannenwald, B. B.; Tapia Araya, S.; Tapprogge, S.; Tarem, S.; Tartarelli, G. F.; Tas, P.; Tasevsky, M.; Tashiro, T.; Tassi, E.; Tavares Delgado, A.; Tayalati, Y.; Taylor, A. C.; Taylor, G. N.; Taylor, P. T. E.; Taylor, W.; Teischinger, F. A.; Teixeira-Dias, P.; Temming, K. K.; Temple, D.; Ten Kate, H.; Teng, P. K.; Teoh, J. J.; Tepel, F.; Terada, S.; Terashi, K.; Terron, J.; Terzo, S.; Testa, M.; Teuscher, R. J.; Theveneaux-Pelzer, T.; Thomas, J. P.; Thomas-Wilsker, J.; Thompson, E. N.; Thompson, P. D.; Thompson, R. J.; Thompson, A. S.; Thomsen, L. A.; Thomson, E.; Thomson, M.; Tibbetts, M. J.; Ticse Torres, R. E.; Tikhomirov, V. O.; Tikhonov, Yu. A.; Timoshenko, S.; Tipton, P.; Tisserant, S.; Todome, K.; Todorov, T.; Todorova-Nova, S.; Tojo, J.; Tokár, S.; Tokushuku, K.; Tolley, E.; Tomlinson, L.; Tomoto, M.; Tompkins, L.; Toms, K.; Tong, B.; Torrence, E.; Torres, H.; Torró Pastor, E.; Toth, J.; Touchard, F.; Tovey, D. R.; Trefzger, T.; Tremblet, L.; Tricoli, A.; Trigger, I. M.; Trincaz-Duvoid, S.; Tripiana, M. F.; Trischuk, W.; Trocmé, B.; Trofymov, A.; Troncon, C.; Trottier-McDonald, M.; Trovatelli, M.; Truong, L.; Trzebinski, M.; Trzupek, A.; Tseng, J. C-L.; Tsiareshka, P. V.; Tsipolitis, G.; Tsirintanis, N.; Tsiskaridze, S.; Tsiskaridze, V.; Tskhadadze, E. G.; Tsui, K. M.; Tsukerman, I. I.; Tsulaia, V.; Tsuno, S.; Tsybychev, D.; Tudorache, A.; Tudorache, V.; Tuna, A. N.; Tupputi, S. A.; Turchikhin, S.; Turecek, D.; Turgeman, D.; Turra, R.; Turvey, A. J.; Tuts, P. M.; Tyndel, M.; Ucchielli, G.; Ueda, I.; Ueno, R.; Ughetto, M.; Ukegawa, F.; Unal, G.; Undrus, A.; Unel, G.; Ungaro, F. C.; Unno, Y.; Unverdorben, C.; Urban, J.; Urquijo, P.; Urrejola, P.; Usai, G.; Usanova, A.; Vacavant, L.; Vacek, V.; Vachon, B.; Valderanis, C.; Valdes Santurio, E.; Valencic, N.; Valentinetti, S.; Valero, A.; Valery, L.; Valkar, S.; Vallecorsa, S.; Valls Ferrer, J. A.; Van Den Wollenberg, W.; Van Der Deijl, P. C.; van der Geer, R.; van der Graaf, H.; van Eldik, N.; van Gemmeren, P.; Van Nieuwkoop, J.; van Vulpen, I.; van Woerden, M. C.; Vanadia, M.; Vandelli, W.; Vanguri, R.; Vaniachine, A.; Vankov, P.; Vardanyan, G.; Vari, R.; Varnes, E. W.; Varol, T.; Varouchas, D.; Vartapetian, A.; Varvell, K. E.; Vasquez, J. G.; Vazeille, F.; Vazquez Schroeder, T.; Veatch, J.; Veloce, L. M.; Veloso, F.; Veneziano, S.; Ventura, A.; Venturi, M.; Venturi, N.; Venturini, A.; Vercesi, V.; Verducci, M.; Verkerke, W.; Vermeulen, J. C.; Vest, A.; Vetterli, M. C.; Viazlo, O.; Vichou, I.; Vickey, T.; Vickey Boeriu, O. E.; Viehhauser, G. H. A.; Viel, S.; Vigani, L.; Vigne, R.; Villa, M.; Villaplana Perez, M.; Vilucchi, E.; Vincter, M. G.; Vinogradov, V. B.; Vittori, C.; Vivarelli, I.; Vlachos, S.; Vlasak, M.; Vogel, M.; Vokac, P.; Volpi, G.; Volpi, M.; von der Schmitt, H.; von Toerne, E.; Vorobel, V.; Vorobev, K.; Vos, M.; Voss, R.; Vossebeld, J. H.; Vranjes, N.; Vranjes Milosavljevic, M.; Vrba, V.; Vreeswijk, M.; Vuillermet, R.; Vukotic, I.; Vykydal, Z.; Wagner, P.; Wagner, W.; Wahlberg, H.; Wahrmund, S.; Wakabayashi, J.; Walder, J.; Walker, R.; Walkowiak, W.; Wallangen, V.; Wang, C.; Wang, C.; Wang, F.; Wang, H.; Wang, H.; Wang, J.; Wang, J.; Wang, K.; Wang, R.; Wang, S. M.; Wang, T.; Wang, T.; Wang, X.; Wanotayaroj, C.; Warburton, A.; Ward, C. P.; Wardrope, D. R.; Washbrook, A.; Watkins, P. M.; Watson, A. T.; Watson, I. J.; Watson, M. F.; Watts, G.; Watts, S.; Waugh, B. M.; Webb, S.; Weber, M. S.; Weber, S. W.; Webster, J. S.; Weidberg, A. R.; Weinert, B.; Weingarten, J.; Weiser, C.; Weits, H.; Wells, P. S.; Wenaus, T.; Wengler, T.; Wenig, S.; Wermes, N.; Werner, M.; Werner, P.; Wessels, M.; Wetter, J.; Whalen, K.; Whallon, N. L.; Wharton, A. M.; White, A.; White, M. J.; White, R.; White, S.; Whiteson, D.; Wickens, F. J.; Wiedenmann, W.; Wielers, M.; Wienemann, P.; Wiglesworth, C.; Wiik-Fuchs, L. A. M.; Wildauer, A.; Wilk, F.; Wilkens, H. G.; Williams, H. H.; Williams, S.; Willis, C.; Willocq, S.; Wilson, J. A.; Wingerter-Seez, I.; Winklmeier, F.; Winston, O. J.; Winter, B. T.; Wittgen, M.; Wittkowski, J.; Wollstadt, S. J.; Wolter, M. W.; Wolters, H.; Wosiek, B. K.; Wotschack, J.; Woudstra, M. J.; Wozniak, K. W.; Wu, M.; Wu, M.; Wu, S. L.; Wu, X.; Wu, Y.; Wyatt, T. R.; Wynne, B. M.; Xella, S.; Xu, D.; Xu, L.; Yabsley, B.; Yacoob, S.; Yakabe, R.; Yamaguchi, D.; Yamaguchi, Y.; Yamamoto, A.; Yamamoto, S.; Yamanaka, T.; Yamauchi, K.; Yamazaki, Y.; Yan, Z.; Yang, H.; Yang, H.; Yang, Y.; Yang, Z.; Yao, W-M.; Yap, Y. C.; Yasu, Y.; Yatsenko, E.; Yau Wong, K. H.; Ye, J.; Ye, S.; Yeletskikh, I.; Yen, A. L.; Yildirim, E.; Yorita, K.; Yoshida, R.; Yoshihara, K.; Young, C.; Young, C. J. S.; Youssef, S.; Yu, D. R.; Yu, J.; Yu, J. M.; Yu, J.; Yuan, L.; Yuen, S. P. Y.; Yusuff, I.; Zabinski, B.; Zaidan, R.; Zaitsev, A. M.; Zakharchuk, N.; Zalieckas, J.; Zaman, A.; Zambito, S.; Zanello, L.; Zanzi, D.; Zeitnitz, C.; Zeman, M.; Zemla, A.; Zeng, J. C.; Zeng, Q.; Zengel, K.; Zenin, O.; Ženiš, T.; Zerwas, D.; Zhang, D.; Zhang, F.; Zhang, G.; Zhang, H.; Zhang, J.; Zhang, L.; Zhang, R.; Zhang, R.; Zhang, X.; Zhang, Z.; Zhao, X.; Zhao, Y.; Zhao, Z.; Zhemchugov, A.; Zhong, J.; Zhou, B.; Zhou, C.; Zhou, L.; Zhou, L.; Zhou, M.; Zhou, N.; Zhu, C. G.; Zhu, H.; Zhu, J.; Zhu, Y.; Zhuang, X.; Zhukov, K.; Zibell, A.; Zieminska, D.; Zimine, N. I.; Zimmermann, C.; Zimmermann, S.; Zinonos, Z.; Zinser, M.; Ziolkowski, M.; Živković, L.; Zobernig, G.; Zoccoli, A.; zur Nedden, M.; Zurzolo, G.; Zwalinski, L.

    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 energy $$\\sqrt{s}=7$$ 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.

  14. 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.

  15. 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…

  16. 2008-09 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities. Technical Report 59

    ERIC Educational Resources Information Center

    Thurlow, Martha L.; Bremer, Chris; Albus, Deb

    2011-01-01

    This is the thirteenth annual report by the National Center on Educational Outcomes (NCEO) that analyzes public reporting practices of assessment data for students with disabilities in K-12 schools in the United States. The Individuals with Disabilities Education Act (IDEA) required states to disaggregate performance data at the state and district…

  17. 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…

  18. 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…

  19. 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.

  20. "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…

  1. 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,…

  2. Evaluating the Effectiveness of Response to Intervention: Comparing the Reading Achievement of ELLs and Native English Speakers

    ERIC Educational Resources Information Center

    Sapienza, Philip Kiersten

    2012-01-01

    Teaching reading in the mainstream classroom is a challenge. This challenge is compounded when trying to meet the needs of English language learners. Recently, Response to Intervention (RTI) has been suggested as a framework for classroom teachers to use in order to meet the wide range of needs of their students. The purpose of this study was to…

  3. 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,…

  4. The Role of Bilingual Education Teachers in Preventing Inappropriate Referrals of ELLs to Special Education: Implications for Response to Intervention

    ERIC Educational Resources Information Center

    Ortiz, Alba A.; Robertson, Phyllis M.; Wilkinson, Cheryl Y.; Liu, Yi-Juin; McGhee, Belinda D.; Kushner, Millicent I.

    2011-01-01

    Data from three interrelated studies of English Language Learners who were identified as having reading-related learning disabilities suggest that the majority of participants were misclassified. Bilingual education teachers and other educational professionals had difficulty distinguishing students for whom special education referral was…

  5. 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…

  6. The Lived Experiences of Successful ELL Student Regarding Second Language Acquisition from the Perspective of Students, Parents, and Teachers

    ERIC Educational Resources Information Center

    Bohensky, Michael

    2014-01-01

    This qualitative, phenomenological study investigated the perspectives of successful Limited English Proficient (LEP) students along with their parents and teachers. Narrative inquiry was used to collect data and template analysis was used to triangulate trends. A purposeful snowball sample of six 4 th grade students that have been identified as…

  7. 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…

  8. 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…

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

    ERIC Educational Resources Information Center

    Lakin, Joni Marie

    2010-01-01

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

  10. 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…

  11. "We Speak English in Here and English Only!": Teacher and ELL Youth Perspectives on Restrictive Language Education

    ERIC Educational Resources Information Center

    Fredricks, Daisy E.; Warriner, Doris S.

    2016-01-01

    This study operationalizes Ruiz's language orientations framework (1984) and builds on his later work (e.g., 1997, 2008) by examining the ways in which local language policies influence the learning experiences of 12 multilingual youth and the teaching experiences of four of their classroom teachers. Using ethnographic and qualitative research…

  12. Robust Team-Optimal and Leader-Follower Policies for Decision Making in C3 (Command, Control and Communications) Systems.

    DTIC Science & Technology

    1984-07-01

    competitor leaves the market , the leader has, of course, no motivation to implement his cooperative strategy (28). For the sake of completeness, let us...iffinc I ZIHENG et al. STACK.ELBERG STRATEGIES AND INCENTIVES incentive scheme is since from 2P,- 4P -6=0 we have P=3 and A = u(t) = u, - Q(u - 1") -4...CLAS31FICATION OP THIS PAGE addition to the investigation of the sensitivity and robustness of team-optimal and leader-follower strategies to variations in

  13. 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.

  14. Group 5: Itinerant English Language Learner (ELL) Teachers. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013

    ERIC Educational Resources Information Center

    District of Columbia Public Schools, 2013

    2013-01-01

    The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically…

  15. Group 4: Non-Itinerant English Language Learner (ELL) Teachers. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013

    ERIC Educational Resources Information Center

    District of Columbia Public Schools, 2013

    2013-01-01

    The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically…

  16. Participation and Performance of English Language Learners with Disabilities on Minnesota Standards-Based Assessments, 2000-2001. ELLs with Disabilities Report 4.

    ERIC Educational Resources Information Center

    Albus, Deb; Barrera, Manuel; Thurlow, Martha; Guven, Kamil; Shyyan, Vitaliy

    2004-01-01

    This report focuses on the performance of students with disabilities and limited English proficiency on the Minnesota Comprehensive Assessments (MCAs). The MCAs are used for accountability purposes at the district level for grades 3 and 5 in Reading and Mathematics. Newly developed MCAs in grades 10 (reading) and 11 (mathematics) that were…

  17. 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.

  18. 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…

  19. 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…

  20. The Human Factor in System Reliability Is Human Performance Predictable? (les Facteurs humains et la fiabilite des systemes - Les performances humaines, sont-elles previsibles?)

    DTIC Science & Technology

    2007-11-02

    relatively scant in general (Brehmer, 1987; Flin et al 1997; Kerstholt, 1996; Mynatt et al 1977; Roelofsma, 1995; Zsambok & Klein, 1997). In order to...and feedback in a dynamic decision environment. Management Science, 31, 680-702. Mynatt , C.R., Doherty, M.E. and Tweney, R.T. (1977). Confirmation

  1. 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…

  2. Large-Scale Assessments and English Language Learners with Disabilities: A Case Study of Participation, Performance, and Perceptions--"Walking the Talk!" ELLs with Disabilities Report 15

    ERIC Educational Resources Information Center

    Minnema, Jane E.; Thurlow, Martha L.; VanGetson, Gretchen R.; Jimenez, Rene

    2006-01-01

    This study was designed, in part, to clarify some of the issues that surround including English language learners in states' large-scale assessment programs. More specifically, the authors gathered practical information at the local school level to understand these students' large-scale assessment experiences from a variety of perspectives, to…

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

    ERIC Educational Resources Information Center

    Roessingh, Hetty

    2014-01-01

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

  4. 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

  5. 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…

  6. Determination of the 1s2{\\ell }2{{\\ell }}^{\\prime } state production ratios {{}^{4}P}^{o}/{}^{2}P, {}^{2}D/{}^{2}P and {{}^{2}P}_{+}/{{}^{2}P}_{-} from fast (1{s}^{2},1s2s\\,{}^{3}S) mixed-state He-like ion beams in collisions with H2 targets

    NASA Astrophysics Data System (ADS)

    Benis, E. P.; Zouros, T. J. M.

    2016-12-01

    New results are presented on the ratio {R}m={σ }{T2p}( {}4P)/{σ }{T2p}({}2P) concerning the production cross sections of Li-like 1s2s2p quartet and doublet P states formed in energetic ion-atom collisions by single 2p electron transfer to the metastable 1s2s {}3S component of the He-like ion beam. Spin statistics predict a value of R m = 2 independent of the collision system in disagreement with most reported measurements of {R}m≃ 1{--}9. A new experimental approach is presented for the evaluation of R m having some practical advantages over earlier approaches. It also allows for the determination of the separate contributions of ground- and metastable-state beam components to the measured spectra. Applying our technique to zero-degree Auger projectile spectra from 4.5 MeV {{{B}}}3+ (Benis et al 2002 Phys. Rev. A 65 064701) and 25.3 MeV {{{F}}}7+ (Zamkov et al 2002 Phys. Rev. A 65 062706) mixed state (1{s}2 {}1S,1s2s {}3S) He-like ion collisions with H2 targets, we report new values of {R}m=3.5+/- 0.4 for boron and {R}m=1.8+/- 0.3 for fluorine. In addition, the ratios of {}2D/{}2P and {{}2P}+/{{}2P}- populations from either the metastable and/or ground state beam component, also relevant to this analysis, are evaluated and compared to previously reported results for carbon collisions on helium (Strohschein et al 2008 Phys. Rev. A 77 022706) including a critical comparison to theory.

  7. 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. Measurement of the top quark pair production cross section in p - p collisions at a center-of-mass energy of 7 TeV in the ell + tau channel with ATLAS

    NASA Astrophysics Data System (ADS)

    Searcy, Jacob

    The measurement of the cross section of top quark pair production in proton--proton collisions at a center-of-mass energy of 7 TeV recorded with the ATLAS detector at the LHC is reported. The data sample used corresponds to an integrated luminosity of 2.05 fb-1. Events with an isolated electron or muon and a tau lepton decaying hadronically are used. In addition, a large missing transverse momentum and two or more energetic jets are required. At least one of the jets must be identified as originating from a b-quark. The measured cross section, sigma tt¯ = 178 +/- 12 stat. +/- 18 sys. +/- 7 lumi. pb, is in good agreement with the Standard Model prediction.

  9. How is Modelling and Simulation Meeting the Defence Challenges out to 2015? (Comment la modelisation et la simulation repondent-elles aux defis de la Defense jusqu’en 2015?)

    DTIC Science & Technology

    2008-10-01

    understanding the state-of-the- art applications, leading-edge research efforts, and conceptual contributions supporting the conclusion that NATO is... nouveau degré d’agilité conceptuelle et d’adaptivité technique. Les communications présentées lors de ce symposium ont permis d’appréhender les...les moyens de relever ce nouveau défi complexe. Au cours de cette conférence de deux jours, 24 exposés furent présentés, répartis en sept sessions

  10. La classe d'anglais se batit-elle sur du sable? ou les avatars des categories grammaticales. (Is the English Class Built on Sand? Or the Ups and Downs of Grammatical Categories.)

    ERIC Educational Resources Information Center

    Bailly, Danielle

    1983-01-01

    The use of second language students' existing understanding of grammatical forms in their native language for second language instruction is examined, and the importance of knowing when to replace grammatical analysis with use of the target language is discussed. A slow process of discovering appropriate teaching techniques is foreseen. (MSE)

  11. 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…

  12. 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.

  13. 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.

  14. Probing contact interactions at high energy lepton colliders

    SciTech Connect

    Cheung, K.; Godfrey, S.; Hewett, J.A.

    1996-12-01

    Fermion compositeness and other new physics can be signaled by the presence of a strong four-fermion contact interaction. Here the authors present a study of {ell}{ell}qq and {ell}{ell}{ell}{prime}{ell}{prime} contact interactions using the reactions: {ell}{sup +}{ell}{sup {minus}} {r_arrow} {ell}{prime}{sup +} {ell}{prime}{sup {minus}}, b{anti b}, c{anti c} at future e{sup +}e{sup {minus}} linear colliders with {radical}s = 0.5--5 TeV and {mu}{sup +}{mu}{sup {minus}} colliders with {radical}s = 0.5, 4 TeV. They find that very large compositeness scales can be probed at these machines and that the use of polarized beams can unravel their underlying helicity structure.

  15. THE PROTOTYPE ALUMINUM - CARBON SINGLE, DOUBLE, AND TRIPLE BONDS: Al - CH3, Al = CH2, AND Al. = CH

    SciTech Connect

    Fox, Douglas J.; Ray, Douglas; Rubesin, Philip C.; Schaefer III, Henry F.

    1980-06-01

    Nonempirical quantum mechanical methods have been used to investigate the A{ell}CH{sub 3}, A{ell}CH{sub 2}, and A{ell}CH molecules, which may be considered to represent the simplest aluminum-carbon single, double, and triple bonds. Equilibrium geometries and vibrational frequencies were determined at the self-consistent-field level of theory using double zeta basis set: A{ell}(11s7p/6s4p), C(9s5p/4s2p), H(4s/2s). The {sup 1}A{sub 1} ground state of A{ell}CH{sub 3} has a reasonably conventional A{ell}-C single bond of length 2.013 {angstrom}, compared to 1.96 {angstrom} in the known molecule A{ell}(CH{sub 3}){sub 3}. The CH equilibrium distance is 1.093 {angstrom} and the A{ell}-C-H angle 111.9{sup o}. The structures of three electron states each of A{ell}CH{sub 2} and A{ell}CH were similarly predicted, The interesting result is that the ground state of A{ell}CH{sub 2} does not contain an A{ell}-C double bond, and the ground state of A{ell}CH is not characterized by an A{ell}{triple_bond}C bond. The multiply-bonded electronic states do exist but they lie 21 kcal (A{ell}CH{sub 2}) and 86 kcal (A{ell}CH) above the respective ground states. The dissociation energies of the three ground electronic states are predicted to be 68 kcal (A{ell}CH{sub 3}), 77 kcal (A{ell}CH{sub 2}), and 88 kcal (A{ell}CH), Vibrational frequencies are also predicted for the three molecules, and their electronic structures are discussed with reference to Mulliken populations and dipole moments.

  16. 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}.

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

    NASA Astrophysics Data System (ADS)

    Yangambi, Matthieu Wakalewae

    2005-12-01

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

  18. 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.

  19. 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}.

  20. RARE DECAYS INCLUDING PENGUINS

    SciTech Connect

    Eigen, G

    2003-12-04

    The authors present a preliminary measurement of the exclusive charmless semileptonic B decays, B {yields} {rho}{ell}{nu}, and the extraction of the CKM parameters V{sub ub}. IN a data sample of 55 x 10{sup 6} B{bar B} events they measure a branching fraction of {Beta}(B {yields} {rho}{ell}{nu}) = (3.39 {+-} 0.44{sub stat} {+-} 0.52{sub sys} {+-} 0.60{sub th}) x 10{sup -4} yielding |V{sub ub}| = (3.69 {+-} 0.23{sub stat} {+-} 0.27{sub sys -0.59th}{sup +0.40}) x 10{sup -3}. Next, they report on a preliminary study of the radiative penguin modes B {yields} K{ell}{sup +}{ell}{sup -} and B {yields} K*{ell}{sup +}{ell}{sup -}. In a data sample of 84 x 10{sup 6} B{bar B} events they observe a significant signal (4.4{sigma}) in B {yields} K{ell}{sup +}{ell}{sup -}, yielding a branching fraction of {Beta}(B {yields} K{ell}{sup +}{ell}{sup -}) = (0.78{sub -0.20-0.18}{sup +0.24+0.11}) x 10{sup -6}. In B {yields} K*{ell}{sup +}{ell}{sup -} the observed yield is not yet significant (2.8{sigma}), yielding an upper limit of the branching fraction of {Beta}(B {yields} K*{ell}{sup +}{ell}{sup -}) 3.0 x 10{sup -6} {at} 90% confidence level. Finally, they summarize preliminary results of searches for B {yields} {rho}({omega}){gamma}, B{sup +} {yields} K{sup +} {nu}{bar {nu}} and B{sup 0} {yields} {ell}{sup +}{ell}{sup -}.

  1. Psychometric Challenges in Assessing English Language Learners and Students with Disabilities

    ERIC Educational Resources Information Center

    Lane, Suzanne; Leventhal, Brian

    2015-01-01

    This chapter addresses the psychometric challenges in assessing English language learners (ELLs) and students with disabilities (SWDs). The first section addresses some general considerations in the assessment of ELLs and SWDs, including the prevalence of ELLs and SWDs in the student population, federal and state legislation that requires the…

  2. 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…

  3. 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…

  4. 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…

  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. 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…

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

    ERIC Educational Resources Information Center

    Cooks, Jamal; Sunseri, Anita

    2014-01-01

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

  8. 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…

  9. Supporting Language Learners

    ERIC Educational Resources Information Center

    Cady, Jo Ann; Hodges, Thomas E.; Brown, Clara Lee

    2010-01-01

    English Language Learners (ELLs) have an increasing presence in the nations' classrooms. From 1991 to 2004 the number of ELLs nearly doubled in grades K-12. Furthermore, new forms of accountability have school personnel concerned with the progress--or lack of progress--of the ELLs. "Principles and Standards" also reflects this concern: The Equity…

  10. 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,…

  11. Different Skills? Identifying Differentially Effective Teachers of English Language Learners

    ERIC Educational Resources Information Center

    Master, Benjamin; Loeb, Susanna; Whitney, Camille; Wyckoff, James

    2016-01-01

    Nationwide, K-12 students designated as English language learners (ELLs) must learn both language and content simultaneously, and ELLs score far below the national average in math achievement. Many educators have suggested that identifying or developing teachers with skills specific to ELLs' instructional needs may be critical to addressing this…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Davis, Catherine Hofius

    2014-01-01

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

  14. 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…

  15. 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…

  16. English Language Learner Engineering Collaborative

    ERIC Educational Resources Information Center

    Pendergraft, Katy; Daugherty, Michael K.; Rossetti, Charles

    2009-01-01

    In an effort to develop an engineering design project that would deliver the necessary content and reach out to the English Language Learner (ELL) community, faculty in the Engineering Academy at Springdale High School in Springdale, Arkansas instituted the ELL Engineering Collaborative. The ELL Engineering Collaborative has four primary goals…

  17. Science Assessments and English Language Learners: Validity Evidence Based on Response Processes

    ERIC Educational Resources Information Center

    Noble, Tracy; Rosebery, Ann; Suarez, Catherine; Warren, Beth; O'Connor, Mary Catherine

    2014-01-01

    English language learners (ELLs) and their teachers, schools, and communities face increasingly high-stakes consequences due to test score gaps between ELLs and non-ELLs. It is essential that the field of educational assessment continue to investigate the meaning of these test score gaps. This article discusses the findings of an exploratory study…

  18. 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…

  19. 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…

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

    ERIC Educational Resources Information Center

    Doker, Carrie Ann

    2010-01-01

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

  2. 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…

  3. Every Word You Speak

    ERIC Educational Resources Information Center

    Colburn, Alan; Nguyen, Huong Tran

    2012-01-01

    More than five million U.S. students are English language learners (ELLs), or 57% more than a decade ago. If that growth continues, sooner or later, all teachers will teach ELLs. But many teachers are unprepared for this challenge. They might presume that "good teaching" helps ELLs learn content (de Jong and Harper 2008) or that an English-only…

  4. 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…

  5. 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…

  6. 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…

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

    ERIC Educational Resources Information Center

    Garza, Anthony

    2012-01-01

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

  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. 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…

  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. 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…

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

    ERIC Educational Resources Information Center

    Roselli, Taryn

    2009-01-01

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

  13. 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…

  14. Quality Teachers for English Language Learners. A Review of the Research

    ERIC Educational Resources Information Center

    Tellez, Kip; Waxman, Hersh C.

    2005-01-01

    Who or what is to blame for the inadequate quality of English-language learner (ELL) teachers? The general shortcomings in teacher education (both preservice and inservice) with regard to students outside the "mainstream" could be a possibility. The continued low achievement among ELLs and the prospect for continued ELL population growth in U.S.…

  15. Supporting Language Learners in Science Classrooms: Insights from Middle-School English Language Learner Students

    ERIC Educational Resources Information Center

    Braden, Sarah; Wassell, Beth A.; Scantlebury, Kathryn; Grover, Alex

    2016-01-01

    Increases in the number of English language learner (ELL) students in the United States has led to a significant need for research that explores teaching and learning for ELL students in science and other content-area classrooms. This qualitative study investigated middle-school ELL students' (N = 12) beliefs and practices surrounding science…

  16. 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…

  17. Assessing English-Language Learners in Mainstream Classrooms

    ERIC Educational Resources Information Center

    Lenski, Susan Davis; Ehlers-Zavala, Fabiola; Daniel, Mayra C.; Sun-Irminger, Xiaoqin

    2006-01-01

    Increasingly, mainstream U.S. classrooms include children who are English-language learners (ELLs). As a result, teachers need to become more aware of ways to assess the literacy progress of their ELL students. The first type of assessment that teachers need to make is to determine ELLs' literacy backgrounds. Teachers can use predictability logs…

  18. 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…

  19. 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…

  20. 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…

  1. 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.

  2. Radiative corrections to the decays K{sub L}{sup 0} {r_arrow} e{sup +}e{sup {minus}} and K{sub L}{sup 0} {r_arrow} {mu}{sup +} {mu}{sup {minus}}

    SciTech Connect

    Dicus, D.A.; Repko, W.W.

    1998-12-31

    The authors calculate the rates and lepton ({ell}) invariant mass distributions for decays of the form 0{sup {minus}+} {r_arrow} {ell}{sup +}{ell}{sup {minus}}{gamma}, which are important radiative corrections to the purely leptonic decays 0{sup {minus}+} {r_arrow} {ell}{sup +}{ell}{sup {minus}}. The approach uses the loop diagrams which arise by including the two photon intermediate state and they retain the imaginary parts of the loops--a radiative extension of the unitarity bound for the process. These results are compared with those obtained using a model in which the meson couples directly to the leptons.

  3. 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.})%.

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

    NASA Astrophysics Data System (ADS)

    Turkan, Sultan; Liu, Ou Lydia

    2012-10-01

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

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

    SciTech Connect

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

    2015-05-18

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

  6. Kosmische Katastrophen und der Ursprung der Religion.

    NASA Astrophysics Data System (ADS)

    Hoyle, F.

    This book is a German translation, by V. Delavre, from the English original "The origin of the Universe and the origin of religion", published in 1993. Contents: E. Sens: Die unterbrochene Musikstunde. Einleitung zur deutschen Ausgabe. C. Ryskamp: Einführung. R. N. Anshen: Vorwort. F. Hoyle: Kosmische Katastrophen und der Ursprung der Religion - Die Folgen der Respektabilität; Eiszeiten und Kometen; Die allgemeine Situation in den Nacheiszeiten; Kometen und der Ursprung der Religionen; Der Übergang zu Mittelalter und Neuzeit. Diskussionsbeiträge: Ruth Nanda Anshen, Freeman Dyson, Paul Oscar Kristeller, John Archibald Wheeler, James Schwartz, Roger Shinn, Milton Gatch, Philip Solomon, Norman Newell. F. Hoyle: Schlußwort. A. Tollmann: Nachwort zur deutschen Ausgabe.

  7. 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.

  8. 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.

  9. Examining the role of time and language type in reading development for English Language Learners.

    PubMed

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

    2009-06-01

    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 language backgrounds (93 Somali-speaking and 207 Spanish-speaking students) who attended a large Midwestern urban school district. Students' reading achievement was assessed using curriculum-based measurement and a statewide reading assessment. Moderated multiple regression and multiple-group latent growth curve analyses were conducted. Results indicated that the time an ELL's family had been in the U.S. was an important factor in understanding the development of ELLs' reading achievement, whereas language type did not appear to be as important. Implications for research and practice associated with understanding and promoting English reading development among ELLs are discussed.

  10. 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…

  11. 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.

  12. 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.

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

    ERIC Educational Resources Information Center

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

    2006-01-01

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

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

    ERIC Educational Resources Information Center

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

    2007-01-01

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

  15. 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…

  16. Generous Reading: Seeing Students through Their Writing

    ERIC Educational Resources Information Center

    Spence, Lucy K.

    2010-01-01

    This article describes the writing of one third-grade English-language learner (ELL) to illustrate how generous reading can provide a bridge for ELLs when their writing is not yet ready for a more judgmental reading. It presents a formalized approach that builds upon students' linguistic strengths and traces their written words to sources in the…

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

    ERIC Educational Resources Information Center

    Mitchell, Sandra L.

    2016-01-01

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

  18. 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,…

  19. 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…

  20. 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…

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

    ERIC Educational Resources Information Center

    Moore, Wendy V.

    2016-01-01

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

  2. 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…

  3. 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.

  4. 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)%.

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  6. 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…

  7. 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…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  9. 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…

  10. 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…

  11. 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…

  12. 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 teachers'…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  14. Teacher to Teacher: Supporting English Language Learners

    ERIC Educational Resources Information Center

    McElroy, Edward J.

    2005-01-01

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

  15. My Name Is Maria: Supporting English Language Learners in the Kindergarten General Music Classroom

    ERIC Educational Resources Information Center

    Miranda, Martina

    2011-01-01

    For many young children who are English language learners (ELLs), the transition from home to kindergarten can be challenging. Music teachers face the challenge of working with all individuals in a student population and often engage with children who represent home environments whose native language is not English. As ELL students adjust to the…

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

    ERIC Educational Resources Information Center

    Schroeder, Carlotta Dorothy

    2011-01-01

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

  17. Assessing English Language Learners in the Great City Schools.

    ERIC Educational Resources Information Center

    Antunez, Beth

    This document attempts to clarify the issues surrounding the assessment of English language learners (ELLs) for school board members, administrators, teachers, parents, and community members in school districts that are members of the Council of the Great City Schools. These school districts enroll more than 30% of all ELLs in the United States.…

  18. 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…

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

    ERIC Educational Resources Information Center

    Kim, Won Gyoung; García, Shernaz B.

    2014-01-01

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

  20. 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,…

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

    ERIC Educational Resources Information Center

    Grantmakers for Education, 2010

    2010-01-01

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

  2. 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…

  3. 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…

  4. 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.

  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. Preparing Mainstream Teachers for Multilingual Classrooms

    ERIC Educational Resources Information Center

    de Jong, Ester

    2013-01-01

    Increasingly, mainstream teachers rather than specialist language teachers (English as a Second Language, bilingual teachers) are expected to work with English language learners (ELLs) in their classrooms. This reality has drawn attention to the quality and content of the teacher preparation for this group of ELL teachers. Situated within this…

  7. 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…

  8. 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-…

  9. 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…

  10. 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…

  11. 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,…

  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. 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…

  14. 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…

  15. 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,…

  16. 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…

  17. 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…

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

    ERIC Educational Resources Information Center

    Farbman, David A.

    2015-01-01

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

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. Successful Strategies for English Language Learners

    ERIC Educational Resources Information Center

    Gray, Tracy; Fleischman, Steve

    2004-01-01

    The authors state that one key to successfully working with English language learners (ELLs) is to view them as a resource in the classroom since these students can offer information and perspectives about other countries and cultures. Additionally, many researchers support the use of scaffolding strategies to help ELLs organize their thoughts in…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. Examining the Structures that Impact English Language Learners' Agency in Urban High Schools: Resources and Roadblocks in the Classroom

    ERIC Educational Resources Information Center

    Wassell, Beth A.; Hawrylak, Maria Fernandez; LaVan, Sarah-Kate

    2010-01-01

    This qualitative study focused on the classroom experiences of 14 English Language Learners (ELL) students in urban high schools. The authors argue that specific structures within classrooms and schools affect ELL students' agency, or their ability to access and appropriate resources to meet their learning and social needs. Using a narrative…

  9. 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,…

  10. The Role of Schools in the English Language Learner Achievement Gap

    ERIC Educational Resources Information Center

    Fry, Richard

    2008-01-01

    Students designated as English language learners (ELL) tend to go to public schools that have low standardized test scores. However, these low levels of assessed proficiency are not solely attributable to poor achievement by ELL students. These same schools report poor achievement by other major student groups as well, and have a set of…

  11. 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…

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

    ERIC Educational Resources Information Center

    Perveen, Ayesha

    2016-01-01

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

  13. 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…

  14. 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…

  15. 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…

  16. Early Language and Literacy Development among Young English Language Learners: Preliminary Insights from a Longitudinal Study

    ERIC Educational Resources Information Center

    Roessingh, Hetty; Elgie, Susan

    2009-01-01

    This article reports on the preliminary findings of a two-staged empirical study aimed at gaining insights into the variables salient in the early language and literacy development of young English language learners (ELL). Increasingly, young ELL, whether foreign-born or Canadian-born, arrive at school with little developed English-language…

  17. 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…

  18. 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…

  19. 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…

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

    ERIC Educational Resources Information Center

    Shim, Jenna M.

    2013-01-01

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

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. Breaking the Toxic Leadership Paradigm in the U.S. Army

    DTIC Science & Technology

    2012-02-28

    PARADIGM IN THE U.S. ARMY by Colonel Stephen A. Elle United States Army Dr. Richard M. Meinhart Project Adviser...Breaking the Toxic Leadership Paradigm in the U.S. Army by Colonel Stephen A. Elle United States Army United...States Army War College Class of 2012 DISTRIBUTION STATEMENT: A Approved for Public Release Distribution is Unlimited This manuscript is

  7. 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…

  8. 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…

  9. 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…

  10. 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…

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

    ERIC Educational Resources Information Center

    Greene, Dana Huffman

    2015-01-01

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

  12. 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…

  13. Elastic-net regularization versus ℓ 1-regularization for linear inverse problems with quasi-sparse solutions

    NASA Astrophysics Data System (ADS)

    Chen, De-Han; Hofmann, Bernd; Zou, Jun

    2017-01-01

    We consider the ill-posed operator equation Ax  =  y with an injective and bounded linear operator A mapping between {{\\ell}2} and a Hilbert space Y, possessing the unique solution {{x}\\dagger}=≤ft\\{{{x}\\dagger}k\\right\\}k=1∞ . For the cases that sparsity {{x}\\dagger}\\in {{\\ell}0} is expected but often slightly violated in practice, we investigate in comparison with the {{\\ell}1} -regularization the elastic-net regularization, where the penalty is a weighted superposition of the {{\\ell}1} -norm and the {{\\ell}2} -norm square, under the assumption that {{x}\\dagger}\\in {{\\ell}1} . There occur two positive parameters in this approach, the weight parameter η and the regularization parameter as the multiplier of the whole penalty in the Tikhonov functional, whereas only one regularization parameter arises in {{\\ell}1} -regularization. Based on the variational inequality approach for the description of the solution smoothness with respect to the forward operator A and exploiting the method of approximate source conditions, we present some results to estimate the rate of convergence for the elastic-net regularization. The occurring rate function contains the rate of the decay {{x}\\dagger}k\\to 0 for k\\to ∞ and the classical smoothness properties of {{x}\\dagger} as an element in {{\\ell}2} .

  14. 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…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  16. 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…

  17. 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…

  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. 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…

  20. Urgent but Overlooked: The Literacy Crisis among Adolescent English Language Learners. Issue Brief

    ERIC Educational Resources Information Center

    Alliance for Excellent Education, 2007

    2007-01-01

    In 2004-2005, America's public schools enrolled more than 5 million English language learners (ELLs), students whose proficiency in spoken and/or written English is not yet strong enough to permit them to succeed in an English-language classroom setting without extra support. However, while ELLs may be growing in numbers, in other respects they…

  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. 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…

  3. Intradistrict Resource Reallocation for Latino English Language Learners: An Exploratory Multiple Case Study Approach

    ERIC Educational Resources Information Center

    Jimenez-Castellanos, Oscar; Rodriguez, James L.

    2009-01-01

    This article seeks to contribute to the recent discussion regarding school finance, teacher quality, and English language learners (ELLs) based on a comparative study within a school district with a significant ELL population. The study described in this article utilizes an exploratory multiple case study methodology to examine the complex…

  4. 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.…

  5. 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…

  6. 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…

  7. 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…

  8. School Support, Parental Involvement, and Academic and Social-Emotional Outcomes for English Language Learners

    ERIC Educational Resources Information Center

    Niehaus, Kate; Adelson, Jill L.

    2014-01-01

    This study examined the relationships among school support, parental school involvement, and academic and social-emotional outcomes for children who are English language learners (ELLs). The sample included 1,020 third-grade ELLs who participated in the Early Childhood Longitudinal Study (ECLS-K). Results from structural equation modeling showed…

  9. Oral Language Skills of Spanish-Speaking English Language Learners: The Impact of High-Quality Native Language Exposure

    ERIC Educational Resources Information Center

    Gamez, Perla B.; Levine, Susan C.

    2013-01-01

    This study examined the relation between young English language learners' (ELL) native oral language skills and their language input in transitional bilingual education kindergarten classrooms. Spanish-speaking ELLs' ("n" = 101) Spanish expressive language skills were assessed using the memory for sentences and picture vocabulary…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  11. The Confidence to Teach English Language Learners: Exploring Coursework's Role in Developing Preservice Teachers' Efficacy

    ERIC Educational Resources Information Center

    Jimenez-Silva, Margarita; Olson, Kate; Hernandez, Norma Jimenez

    2011-01-01

    As our schools become increasingly diverse and the effects of immigration can be felt across the nation, some states have mandated that preservice teachers take endorsement courses that focus on teaching English Language Learners (ELLs) with the purpose of ensuring that teachers are able to meet ELLs' social and academic needs. A significant…

  12. Predicting Literacy Achievement in Young English Language Learners: A Question of Language Proficiency or of Learning Difficulty?

    ERIC Educational Resources Information Center

    Rosenman, Sara; Madelaine, Alison

    2012-01-01

    In this article empirical research regarding the best predictors of literacy achievement for English language learning students (ELLs) in English-only classrooms is reviewed. These students comprise an ever-increasing population in these settings, but there is considerable confusion in differentiating between ELLs who are low-achievement readers…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. English Language Learners in the Elementary and Secondary Education Act

    ERIC Educational Resources Information Center

    Calderon, Brenda

    2015-01-01

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

  18. Assessing English Language Learners: A Case Study of Practices Used by Secondary Mathematics Teachers

    ERIC Educational Resources Information Center

    Regalado, Ester Calderon

    2007-01-01

    With the implementation in 2003 of the federal education law known as No Child Left Behind, students from all cultural and linguistic backgrounds, including English language learners (ELLs), are required to perform well on state assessments. Since the numbers of ELLs in schools are growing and since schools are held accountable for all students'…

  19. 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,…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. Dialogs for Success

    ERIC Educational Resources Information Center

    Wong, Sissy S.; Ortega, Irasema

    2015-01-01

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

  7. Effects of Population Heterogeneity on Accuracy of DIF Detection

    ERIC Educational Resources Information Center

    Oliveri, María Elena; Ercikan, Kadriye; Zumbo, Bruno D.

    2014-01-01

    Heterogeneity within English language learners (ELLs) groups has been documented. Previous research on differential item functioning (DIF) analyses suggests that accurate DIF detection rates are reduced greatly when groups are heterogeneous. In this simulation study, we investigated the effects of heterogeneity within linguistic (ELL) groups on…

  8. The Interface of Language Proficiency and Identity: A Profile Analysis of Bilingual Adolescents and Their Writing

    ERIC Educational Resources Information Center

    Danzak, Robin L.

    2011-01-01

    Purpose: The purpose of this study was to explore how adolescent English language learners' (ELLs') language and literacy experiences impacted their identities as bilingual writers. Method: Six students were randomly selected from a group of 20 Spanish-speaking ELLs, ages 11-14, who participated in a larger, mixed-methods study on bilingual…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. Thematic Literature and Curriculum for English Language Learners in Early Childhood Education. ERIC Digest.

    ERIC Educational Resources Information Center

    Smallwood, Betty Ansin

    The incorporation of age- and language-appropriate thematic literature into the early childhood curriculum can stimulate content-based academic learning for English language learners (ELLs). This systematic approach is particularly beneficial to young ELLs ages 3 through 8, because it provides background knowledge and cultural information along…

  14. 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…

  15. 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…

  16. 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…

  17. Educational Factors and Experiences in English Language Learner Reading Fluency Development

    ERIC Educational Resources Information Center

    Weber, Christina J. T.

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Xu, Shelley Hong

    2010-01-01

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

  19. 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…

  20. 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…

  1. 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.

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  3. Examining the Relationship between Math Scores and English Language Proficiency

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  4. A Descriptive Analysis of Enrollment and Achievement among English Language Learner Students in the District of Columbia. Summary. Issues & Answers. REL 2012-No. 131

    ERIC Educational Resources Information Center

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

    2012-01-01

    This study describes English language learner (ELL) student enrollment trends between 2002/03 and 2008/09 and achievement trends between 2006/07 and 2008/09 in the District of Columbia. Two research questions guide this study: (1) How did the enrollment of ELL students in District of Columbia public schools change between 2002/03 and 2008/09?; and…

  5. A Descriptive Analysis of Enrollment and Achievement among English Language Learner Students in the District of Columbia. Issues & Answers. REL 2012-No. 131

    ERIC Educational Resources Information Center

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

    2012-01-01

    This study describes English language learner (ELL) student enrollment trends between 2002/03 and 2008/09 and achievement trends between 2006/07 and 2008/09 in the District of Columbia. Two research questions guide this study: (1) How did the enrollment of ELL students in District of Columbia public schools change between 2002/03 and 2008/09?; and…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

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

    ERIC Educational Resources Information Center

    Yang, Sha

    2016-01-01

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

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. Effective Professional Development Programs for Teachers of English Language Learners. Spotlight on Student Success. No. 803

    ERIC Educational Resources Information Center

    Tellez, Kip; Waxman, Hersh C.

    2005-01-01

    One of our greatest educational challenges continues to be improving the education of English language learners (ELLs). Because many new teachers are underprepared and many veteran teachers wholly unprepared for teaching ELLs, school districts nationwide have initiated professional development programs for inservice teachers. In this article, the…

  2. Considerations for Providing Test Translation Accommodations to English Language Learners on Common Core Standards-Based Assessments. Research Report. ETS RR-14-05

    ERIC Educational Resources Information Center

    Turkan, Sultan; Oliveri, Maria Elena

    2014-01-01

    In this article, we review translation, adaptation policies, and practices in providing test accommodation for English language learners (ELLs) in the United States. We collected documents and conducted interviews with officials in the 12 states that provide translation accommodations to ELLs on content assessments. We then summarized challenges…

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

    ERIC Educational Resources Information Center

    Ryoo, Kihyun

    2015-01-01

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

  4. 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…

  5. Identifying and Activating Receptive Vocabulary by an Online Vocabulary Survey and an Online Writing Task

    ERIC Educational Resources Information Center

    Lin, Ivy Chuhui; Kawai, Goh

    2016-01-01

    Seeking to identify and activate the Receptive Vocabulary (RV) of English Language Learners (ELLs), we designed (1) an online five category multiple-choice vocabulary survey that more quickly measures vocabulary knowledge, and (2) an online creative writing task where ELLs chose RV items identified in step (1). While RV items of highly proficient…

  6. Validity Issues in Assessing English Language Learners' Language Proficiency

    ERIC Educational Resources Information Center

    Wolf, Mikyung Kim; Farnsworth, Tim; Herman, Joan

    2008-01-01

    The No Child Left Behind Act has made a great impact on states' policies in assessing English language learner (ELL) students. The legislation requires states to develop or adopt sound assessments to validly measure the ELL students' English language proficiency (ELP). Although states have moved rapidly to meet these requirements, they face…

  7. A Study of Arizona's Teachers of English Language Learners

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  8. 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…

  9. 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…

  10. Adapting a Social Studies Lesson to Include English Language Learners

    ERIC Educational Resources Information Center

    Pappamihiel, N. Eleni; Lake, Vickie E.; Rice, Diana C.

    2005-01-01

    If one were to search for classroom strategies for English Language Learners (ELLs), it would not take much time to find many different types of activities that are all useful with ELLs. Additionally, if one were to search for social studies strategies to use with native English speakers, he or she would have little difficulty in finding a variety…

  11. 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…

  12. 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…

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

    ERIC Educational Resources Information Center

    Diaz, Abel; Cochran, Kathryn; Karlin, Nancy

    2016-01-01

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

  15. 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.

  16. 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…

  17. 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…

  18. 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…

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

    ERIC Educational Resources Information Center

    Llamas-Flores, Silvia

    2013-01-01

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

  20. Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms

    ERIC Educational Resources Information Center

    Zannou, Yetunde Mobola

    2012-01-01

    In Texas, nearly half of all new teachers are alternatively certified (AC) whilst English language learners (ELL) are over one-third of the public school population in some districts. As this trend continues, the likelihood that AC teachers will teach ELLs increases and alters what Texas teachers must know upon entering the classroom. This…