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  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.

    2017-01-01

    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. 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…

  4. 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…

  5. 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.…

  6. 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…

  7. 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.…

  8. 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…

  9. 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…

  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. 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…

  13. 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…

  14. 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…

  15. Consortia Struggle with ELL Provisions

    ERIC Educational Resources Information Center

    Maxwell, Lesli A.

    2013-01-01

    As test designers work to craft the new, common assessments set to debut in most of the nation's public schools in the 2014-15 school year, their goal is to provide all English-language learners (ELLs), regardless of their language-proficiency levels, the same opportunities to demonstrate their content knowledge and skills as their peers who are…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. Mentoring for Success: Accommodation Strategies for ELLs

    ERIC Educational Resources Information Center

    Munro, Jill; Abbott, Marilyn; Rossiter, Marian

    2013-01-01

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

  14. ELL Shadowing as a Catalyst for Change

    ERIC Educational Resources Information Center

    Soto, Ivannia

    2012-01-01

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

  15. 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;…

  16. 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…

  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. 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.).

  20. 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…

  1. 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.…

  2. 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.…

  3. 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.

  4. 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.

  5. School Expenditures and Academic Achievement Differences between High-ELL-Performing and Low-ELL-Performing High Schools

    ERIC Educational Resources Information Center

    Jiménez-Castellanos, Oscar Hugo; García, David

    2017-01-01

    English Language Learners (ELLs) are one of the fastest-growing K-12 populations across the nation. Educating secondary ELLs poses a unique challenge to U.S. schools. For instance, ELLs tend to experience high rates of poverty and attend segregated, underfunded, and unsafe schools. With the "League of United Latin American Citizens vs.…

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

    ERIC Educational Resources Information Center

    Flores, Stella M.; Drake, Timothy A.

    2014-01-01

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

  7. Conditional deletion of ELL2 induces murine prostate intraepithelial neoplasia.

    PubMed

    Pascal, Laura E; Masoodi, Khalid Z; Liu, June; Qiu, Xiaonan; Song, Qiong; Wang, Yujuan; Zang, Yachen; Yang, Tiejun; Wang, Yao; Rigatti, Lora H; Chandran, Uma; Colli, Leandro M; Vencio, Ricardo Z N; Lu, Yi; Zhang, Jian; Wang, Zhou

    2017-11-01

    Elongation factor, RNA polymerase II, 2 (ELL2) is an RNA Pol II elongation factor with functional properties similar to ELL that can interact with the prostate tumor suppressor EAF2. In the prostate, ELL2 is an androgen response gene that is upregulated in benign prostatic hyperplasia (BPH). We recently showed that ELL2 loss could enhance prostate cancer cell proliferation and migration, and that ELL2 gene expression was downregulated in high Gleason score prostate cancer specimens. Here, prostate-specific deletion of ELL2 in a mouse model revealed a potential role for ELL2 as a prostate tumor suppressor in vivoEll2-knockout mice exhibited prostatic defects including increased epithelial proliferation, vascularity and PIN lesions similar to the previously determined prostate phenotype in Eaf2-knockout mice. Microarray analysis of prostates from Ell2-knockout and wild-type mice on a C57BL/6J background at age 3 months and qPCR validation at 17 months of age revealed a number of differentially expressed genes associated with proliferation, cellular motility and epithelial and neural differentiation. OncoPrint analysis identified combined downregulation or deletion in prostate adenocarcinoma cases from the Cancer Genome Atlas (TCGA) data portal. These results suggest that ELL2 and its pathway genes likely play an important role in the development and progression of prostate cancer. © 2017 Society for Endocrinology.

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

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

    SciTech Connect

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

    2008-08-07

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

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 3. First floor of rear ell: view of exposed framing ...

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

    3. First floor of rear ell: view of exposed framing on north wall, floor, and ceiling, looking north - McCrone House, Rear Ell, New Castle Hundred, 1 mile South of intersection of U.S. Route 13 & Route 40, west of Route 13, New Castle, New Castle County, DE

  20. 2. Elevation of south side of dwelling and rear ell ...

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

    2. Elevation of south side of dwelling and rear ell - McCrone House, Rear Ell, New Castle Hundred, 1 mile South of intersection of U.S. Route 13 & Route 40, west of Route 13, New Castle, New Castle County, DE

  1. 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…

  2. 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

  3. 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

  4. 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

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

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

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

  6. 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.

  7. Investigation of the decaysbar B^0 to D^{* + } ell ^ - bar v andbar B to D^{**} ell ^ - bar v

    NASA Astrophysics Data System (ADS)

    Albrecht, H.; Ehrlichmann, H.; Hamacher, T.; Hofmann, R. P.; Kirchhoff, T.; Nau, A.; Nowak, S.; Schröder, H.; Schulz, H. D.; Walter, M.; Wurth, R.; Appuhn, R. D.; Hast, C.; Kolanoski, H.; Lange, A.; Lindner, A.; Mankel, R.; Schieber, M.; Siegmund, T.; Spaan, B.; Thurn, H.; Töpfer, D.; Walther, A.; Wegener, D.; Bittner, M.; Eckstein, P.; Paulini, M.; Reim, K.; Wegener, H.; Mundt, R.; Oest, T.; Reiner, R.; Schmidt-Parzefall, W.; Funk, W.; Stiewe, J.; Werner, S.; Ehret, K.; Hofmann, W.; Hüpper, A.; Khan, S.; Knöpfle, K. T.; Spengler, J.; Britton, D. I.; Charlesworth, C. E. K.; Edwards, K. W.; Hyatt, E. R. F.; Kapitza, H.; Krieger, P.; Macfarlane, D. B.; Patel, P. M.; Prentice, J. D.; Saull, P. R. B.; Tzamariudaki, K.; van de Water, R. G.; Yoon, T.; Reßing, D.; Schmidtler, M.; Schneider, M.; Schubert, K. R.; Strahl, K.; Waldi, R.; Weseler, S.; Kernel, G.; Križan, P.; Križnič, E.; Podobnik, T.; Živko, T.; Balagura, V.; Belyaev, I.; Chechelnitsky, S.; Danilov, M.; Droutskoy, A.; Gershtein, Yu.; Golutvin, A.; Gorelov, I.; Kostina, G.; Lubimov, V.; Pakhlov, P.; Ratnikov, F.; Semenov, S.; Shibaev, V.; Soloshenko, V.; Tichomirov, I.; Zaitsev, Yu.

    1993-12-01

    Exclusive semileptonic B decays with a D *+ meson in the final state have been studied using the ARGUS detector at the DORIS II storage ring. The branching ratio for the decaybar B^0 to D^{* + } ell ^ - bar v, where ℓ- is either e - or μ-, has been measured to be (5.2±0.5±0.6)%. A significant rate for the decaybar B to D^{**} ell ^ - bar v has been observed. From an angular analysis of the cascadebar B^0 to D^{* + } ( to D^0 π ^ + )ell ^ - bar v the forward-backward asymmetry A FB and the D *+ polarization parameter α have been determined to be A FB=0.20±0.08±0.06 and α=1.1±0.4±0.2.

  8. 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…

  9. 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…

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

    ERIC Educational Resources Information Center

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

    2017-01-01

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

  11. 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…

  12. 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…

  13. 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…

  14. 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…

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

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

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

  16. 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…

  17. 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…

  18. 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…

  19. 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…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  1. 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…

  2. Line intersect sampling: Ell-shaped transects and multiple intersections

    Treesearch

    Timothy G. Gregoire; Harry T. Valentine

    2003-01-01

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

  3. Evaluating Growth for ELL Students: Implications for Accountability Policies

    ERIC Educational Resources Information Center

    Lakin, Joni M.; Young, John W.

    2013-01-01

    In recent years, many U.S. states have introduced growth models as part of their educational accountability systems. Although the validity of growth-based accountability models has been evaluated for the general population, the impact of those models for English language learner (ELL) students, a growing segment of the student population, has not…

  4. Content-Area Teachers Seeking ELL Preparation: What Motivates Them?

    ERIC Educational Resources Information Center

    Ardasheva, Yuliya; Brown, Sherri

    2011-01-01

    This qualitative study explored the relationship between content-area teachers' attitudes, beliefs, and professional experiences and their decisions to seek preparation in working with English language learners (ELLs). Six in-service teachers, who were enrolled in a graduate-level Sheltered Instruction course at a large U.S. Midwestern university,…

  5. 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…

  6. 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…

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

    ERIC Educational Resources Information Center

    Clewell, Beatriz Chu

    2007-01-01

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

  8. 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:…

  9. 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…

  10. 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…

  11. 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…

  12. 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:…

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

    ERIC Educational Resources Information Center

    Lin, Show Mei

    2015-01-01

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

  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. 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…

  16. English Language Learner Resource Guide: A Guide for Rural Districts with a Low Incidence of ELLs

    ERIC Educational Resources Information Center

    Hill, Jane Donnelly; Flynn, Kathleen

    2004-01-01

    This resource guide will help rural school districts with a low incidence of English language learners (ELLs) develop the capacity to build and implement a comprehensive program that meets both the academic and language proficiency needs of ELLs. Under Title III of the No Child Left Behind Act of 2001, ELLs must show increased academic achievement…

  17. 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}.

  18. 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…

  19. 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…

  20. Middle School Principals' Interpretation of State Policy and Guidance on Instructional Strategies for ELLs with Disabilities. ELLs with Disabilities Report 20

    ERIC Educational Resources Information Center

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

    2008-01-01

    To better understand how school principals can provide instructional leadership appropriate for English language learners (ELLs) with disabilities, the study described in this report examined how principals of successful schools translated information to teachers on designing accessible standards-based instruction for ELLs with disabilities. The…

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

    ERIC Educational Resources Information Center

    Lindholm-Leary, Kathryn; Hernandez, Ana

    2011-01-01

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

  2. Ell3 stimulates 5-FU resistance in a breast cancer cell line.

    PubMed

    Kim, Isaac; Kim, Kwang-Soo; Kwon, Ok-Seon; Cha, Hyuk-Jin; Park, Kyung-Soon

    2017-06-01

    Ell3 is an RNA polymerase II transcription elongation factor that acts as a negative regulator of p53 expression, and regulates cell proliferation and survival. Recent studies by our group have demonstrated that ectopic expression of Ell3 in breast cancer cell lines enhances cell proliferation, potentiates cancer stem cell properties, and promotes 5-Fluorouracil (5-FU) resistance. In the present study, the underlying mechanism for the induction of 5-FU resistance was investigated in Ell3 over-expressing MCF-7 cells (Ell3 OE cells). By comparing the gene expression profiles of Ell3 OE cells with control cells, the present data revealed that Lipocalin2 (LCN2) and Wnt signaling activity are associated with 5-FU resistance of Ell3 OE. siRNA-mediated suppression of LCN2 reversed 5-FU resistance in Ell3 OE cells. Chemical inhibition of Wnt signaling also reversed 5-FU resistance in Ell3 OE cells. Furthermore, the expression levels of survivin, which is a direct transcriptional target of Wnt/β-catenin and an inhibitor of apoptosis, were markedly elevated when Ell3 OE cells were treated with 5-FU, as detected by western blot analysis. These findings suggest that enhanced expression of LCN2 and activation of the Wnt signaling pathway may induce 5-FU resistance in Ell3 OE cells as a means of evading apoptosis.

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

    PubMed

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

    2017-01-30

    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.

  4. 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

  5. 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…

  6. 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…

  7. 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…

  8. 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'…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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'…

  14. 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…

  15. 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…

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

    ERIC Educational Resources Information Center

    Baecher, Laura; Knoll, Marcia; Patti, Janet

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Algee, Lisa M.

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Dong, Yu Ren

    2017-01-01

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

  20. 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…

  1. 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…

  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. 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.…

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

    SciTech Connect

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

    2008-08-28

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

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

    PubMed

    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.

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

    PubMed Central

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

    2016-01-01

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

  7. 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.…

  8. Measurement of |V{sub cb}| using {bar B}{sup 0} {yields} D*{sup +}{ell}{sup -}{bar {nu}}{sub {ell}} Decays

    SciTech Connect

    Della Ricca, Giuseppe

    2003-08-12

    A preliminary measurement of |V{sub cb}| and the branching fraction {Beta}({bar B}{sup 0} {yields} D*{sup +}{ell}{sup -}{bar {nu}}{sub {ell}}) has been performed based on a sample of about 55,700 {bar B}{sup 0} {yields} D*{sup +}{ell}{sup -}{bar {nu}}{sub {ell}} decays recorded with the BABAR detector. The decays are identified in the D*{sup +} {yields} D{sup 0}{pi}{sup +} final state, with the D{sup 0} reconstructed in three different decay modes. The differential decay rate is measured as a function of the relativistic boost of the D*{sup +} in the {bar B}{sup 0} rest frame. The value of the differential decay rate at ''zero recoil'', namely the point at which the D*{sup +} is at rest in the {bar B}{sup 0} frame, is predicted in Heavy Quark Effective Theory as a kinematic factor times F(1)|V{sub cb}|, where F is the unique form factor governing the decay. We extrapolate the measured differential decay rate to the zero recoil point and obtain F(1)|V{sub cb}| = (34.03 {+-} 0.24 {+-} 1.31) x 10{sup -3}. Using a theoretical calculation for F(1) we extract |V{sub cb}| = (37.27 {+-} 0.26(stat.) {+-} 1.43(syst.){sub -1.2}{sup +1.5}(theo.)) x 10{sup -3}. From the integrated decay rate we obtain {Beta}({bar B}{sup 0} {yields} D*{sup +}{ell}{sup -}{bar {nu}}{sub {ell}}) = (4.68 {+-} 0.03 {+-} 0.29)%.

  9. 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.

  10. 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.

  11. 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.

  12. 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.

  13. 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}.

  14. 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.).

  15. 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.

  16. Drosophila ELL is associated with actively elongating RNA polymerase II on transcriptionally active sites in vivo

    PubMed Central

    Gerber, Mark; Ma, Jiyan; Dean, Kimberly; Eissenberg, Joel C.; Shilatifard, Ali

    2001-01-01

    Several factors have been biochemically characterized based on their ability to increase the overall rate of transcription elongation catalyzed by the multiprotein complex RNA polymerase II (Pol II). Among these, the ELL family of elongation factors has been shown to increase the catalytic rate of transcription elongation in vitro by suppressing transient pausing. Several fundamental biological aspects of this class of elongation factors are not known. We have cloned the Drosophila homolog (dELL) in order to test whether ELL family proteins are actually associated with the elongating Pol II in vivo. Here we report that dELL is a nuclear protein, which, like its mammalian homologs, can increase the catalytic rate of transcription elongation by Pol II in vitro. Interestingly, we find that dELL co-localizes extensively with the phosphorylated, actively elongating form of Pol II at transcriptionally active sites on Drosophila polytene chromosomes. Furthermore, dELL is relocalized from a widespread distribution pattern on polytenes under normal conditions to very few transcriptionally active puff sites upon heat shock. This observation indicates a dynamic pattern of localization of dELL in cells, which is a predicted characteristic of a Pol II general elongation factor. We also demonstrate that dELL physically interacts with Pol II. Our results strongly suggest that dELL functions with elongating RNA polymerase II in vivo. PMID:11689450

  17. 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

  18. 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.

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

    ERIC Educational Resources Information Center

    Ahmed, Abdelmonem Saad Abdelhamid

    2013-01-01

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

  20. 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.…

  1. 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…

  2. 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.…

  3. Effective Reading Programs for Spanish Dominant English Language Learners (ELLs) in the Elementary Grades: A Synthesis of Research

    ERIC Educational Resources Information Center

    Cheung, Alan C. K.; Slavin, Robert E.

    2012-01-01

    This review synthesizes research on English reading outcomes of all types of programs for Spanish-dominant ELLs in elementary schools. It is divided into two major sections. One focuses on studies of language of instruction, and one on reading approaches for ELLs other than bilingual education. A total of 14 qualifying studies met the inclusion…

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

    ERIC Educational Resources Information Center

    Manavathu, Marian; Zhou, George

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Geva, Esther; Massey-Garrison, Angela

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Batalova, Jeanne; McHugh, Margie

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Briscoe, Felecia M.

    2014-01-01

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

  8. 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…

  9. 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…

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

    ERIC Educational Resources Information Center

    Lawon, Molly A.

    2017-01-01

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

  11. 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…

  12. Professional Development and Teacher Efficacy: Contexts of What, When, and How in Serving ELLs

    ERIC Educational Resources Information Center

    Tran, Yune Kim

    2014-01-01

    The increasing numbers of ELLs (English Language Learners) in U.S. classrooms has prioritized into building quality teacher education programs for teachers so that they have the pedagogical tools necessary to support their students. A continued focus with professional development at the local, state, and national level has gained momentum to…

  13. 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…

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

    ERIC Educational Resources Information Center

    Andrei, Elena; Ellerbe, Marcie; Cherner, Todd

    2015-01-01

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

  16. 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…

  17. 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…

  18. 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…

  19. 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…

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

    ERIC Educational Resources Information Center

    Zhang, Weiwei

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  2. 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…

  3. 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…

  4. 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…

  5. The Power of Two: Lesson Study and SIOP Help Teachers Instruct ELLs

    ERIC Educational Resources Information Center

    Honigsfeld, Andrea; Cohan, Audrey

    2008-01-01

    This article discusses the combination of two professional development strategies--lesson study and the Sheltered Instruction Observation Protocol (SIOP)--which gave teachers in Freeport Public Schools, a district on Long Island, New York, new tools for improving instruction for ELLs in mainstream classrooms. The unique combination of the two…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

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

    ERIC Educational Resources Information Center

    Zhang, Yiyue

    2017-01-01

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

  15. 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'…

  16. "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,…

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

    ERIC Educational Resources Information Center

    Wiley, Adrienne; McKernan, Jonathan

    2017-01-01

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

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

    ERIC Educational Resources Information Center

    TESOL International Association, 2013

    2013-01-01

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

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

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

    ERIC Educational Resources Information Center

    Rubin, Daniel Ian

    2016-01-01

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

  7. 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,…

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

    ERIC Educational Resources Information Center

    Kopriva, Rebecca J.

    2014-01-01

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

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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

  14. 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…

  15. 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…

  16. 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…

  17. 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.

  18. 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.

  19. 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.

  20. Genetic Predisposition to Multiple Myeloma at 5q15 Is Mediated by an ELL2 Enhancer Polymorphism.

    PubMed

    Li, Ni; Johnson, David C; Weinhold, Niels; Kimber, Scott; Dobbins, Sara E; Mitchell, Jonathan S; Kinnersley, Ben; Sud, Amit; Law, Philip J; Orlando, Giulia; Scales, Matthew; Wardell, Christopher P; Försti, Asta; Hoang, Phuc H; Went, Molly; Holroyd, Amy; Hariri, Fadi; Pastinen, Tomi; Meissner, Tobias; Goldschmidt, Hartmut; Hemminki, Kari; Morgan, Gareth J; Kaiser, Martin; Houlston, Richard S

    2017-09-12

    Multiple myeloma (MM) is a malignancy of plasma cells. Genome-wide association studies have shown that variation at 5q15 influences MM risk. Here, we have sought to decipher the causal variant at 5q15 and the mechanism by which it influences tumorigenesis. We show that rs6877329 G > C resides in a predicted enhancer element that physically interacts with the transcription start site of ELL2. The rs6877329-C risk allele is associated with reduced enhancer activity and lowered ELL2 expression. Since ELL2 is critical to the B cell differentiation process, reduced ELL2 expression is consistent with inherited genetic variation contributing to arrest of plasma cell development, facilitating MM clonal expansion. These data provide evidence for a biological mechanism underlying a hereditary risk of MM at 5q15. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

  1. 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

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

    PubMed

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

    2014-09-01

    The oncoprotein Tax of human T-cell leukemia virus type 1 (HTLV-1) is a potent transactivator of viral and cellular transcription. Here, we identified ELL2 as the sole transcription elongation factor to be specifically upregulated in HTLV-1-/Tax-transformed T-cells. Tax contributes to regulation of ELL2, since transient transfection of Tax increases ELL2 mRNA, Tax transactivates the ELL2 promoter, and repression of Tax results in decrease of ELL2 in transformed T-lymphocytes. However, we also measured upregulation of ELL2 in HTLV-1-transformed cells exhibiting undetectable amounts of Tax, suggesting that ELL2 can still be maintained independent of continuous Tax expression. We further show that Tax and ELL2 synergistically activate the HTLV-1 promoter, indicating that ELL2 cooperates with Tax in viral transactivation. This is supported by our findings that Tax and ELL2 accumulate in nuclear fractions and that they co-precipitate upon co-expression in transiently-transfected cells. Thus, upregulation of ELL2 could contribute to HTLV-1 gene regulation. Copyright © 2014 Elsevier Inc. All rights reserved.

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

    PubMed

    Geva, Esther; Massey-Garrison, Angela

    2013-01-01

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

  4. 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.

  5. 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

  6. 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…

  7. 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.

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

    ERIC Educational Resources Information Center

    Vasquez Heilig, Julian; Holme, Jennifer Jellison

    2013-01-01

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

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  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. 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.…

  15. 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'…

  16. "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…

  17. 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…

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

    ERIC Educational Resources Information Center

    Liu, Siping

    2012-01-01

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

  19. 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'…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  1. 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…

  2. 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…

  3. 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)…

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

    ERIC Educational Resources Information Center

    Castro-Olivo, Sara M.

    2014-01-01

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

  5. 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. 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…

  7. "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…

  8. 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…

  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. Validating the English Language Learner Motivation Scale (ELLMS): Pre-College to Measure Language Learning Motivational Orientations among Young ELLs

    ERIC Educational Resources Information Center

    Ardasheva, Yuliya; Tong, Sze Sze; Tretter, Thomas R.

    2012-01-01

    This study modified and validated a measure of motivational orientations--grounded in self-determination theory and originally developed for postsecondary students--for use with younger (pre-college) English language learners (ELLs). Exploratory factor analysis results in Sample A (n = 528) indicated that the data were best explained by a…

  11. 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…

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

    ERIC Educational Resources Information Center

    Johnson, Eric J.; Johnson, Angela B.

    2016-01-01

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

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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)…

  18. 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.

  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. 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.

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

    PubMed

    Castro-Olivo, Sara M

    2014-12-01

    The current study evaluated the effects of the culturally adapted Jóvenes Fuertes (Strong Teens) Social-Emotional Learning (SEL) program on the social-emotional outcomes of Latino English language learners (ELLs). A quasi-experimental design with random assignment by classrooms was used to assess the intervention's effects on students' knowledge of SEL and resiliency. A sample of 102 Spanish-dominant Latino ELLs enrolled in middle or high school participated in this study. The results indicated significant intervention effects on SEL knowledge and social-emotional resiliency. The findings are discussed in terms of their implications for preventive, culturally responsive SEL programs in school settings. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  2. 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.

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

    PubMed

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

    2015-12-29

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

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

    NASA Astrophysics Data System (ADS)

    Sun, Biao; Zhao, Wenfeng; Zhu, Xinshan

    2017-06-01

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

  5. 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

  6. A Search for B{sup +} --> {tau}{sup +}{nu}{sub {tau}} Recoiling Against B{sup -} --> D*{sup 0}{ell}{sup -}{bar {nu}}{sub {ell}}

    SciTech Connect

    Aubert, B.

    2004-08-18

    The authors present a search for the decay B{sup +} --> {tau}{sup +}{nu}{sub {tau}} in 124.1 x 10{sup 6} {Upsilon}(4S) decays recorded with the BABAR detector at the SLAC PEP-II B-Factory. A sample of events with one reconstructed exclusive semi-leptonic B decay (B{sup -} --> D*{sup 0}{ell}{sup -}{bar {nu}}{sub {ell}}) is selected, and in the recoil a search for B{sup +} --> {tau}{sup +}{nu}{sub {tau}} signal is performed. The {tau} is identified in the following channels: {tau}{sup +} --> e{sup +}{nu}{sub e}{bar {nu}}{sub {tau}} --> {mu}{sup +}{nu}{sub {mu}}{bar {nu}}{sub {tau}}, {tau}{sup +} --> {pi}{sup +}{bar {nu}}{sub {tau}}, {tau}{sup +} --> {pi}{sup +}{pi}{sup 0}{bar {nu}}{sub {tau}}, {tau}{sup +} --> {pi}{sup +}{pi}{sup -}{pi}{sup +}{bar {nu}}{sub {tau}}. The authors find no evidence of signal, and they set a preliminary upper limit on the branching fraction of B(B{sup +} --> {tau}{sup +}{nu}{sub {tau}}) < 4.3 x 10{sup -4} at the 90% confidence level (CL). This result is then combined with a statistically independent BABAR search for B{sup +} --> {tau}{sup +}{nu}{sub {tau}} to give a combined preliminary limit of B(B{sup +} --> {tau}{sup +}{nu}{sub {tau}}) < 3.3 x 10{sup -4} at 90% CL.

  7. 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.…

  8. 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…

  9. 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,…

  10. Bilingual and English as a Second Language (ESL) Services for Limited English Proficient (LEP)/English Language Learners (ELLs) Who Are Students with Disabilities

    ERIC Educational Resources Information Center

    Cort, Rebecca H.; Stevens, Jean C.

    2011-01-01

    The purpose of this memorandum is to clarify State policy regarding English as a Second Language (ESL) services for LEP/ELL students who are also identified as having disabilities. Part 154 of the Regulations of the Commissioner of Education establishes the State's requirements for services for students with limited English proficiency. The…

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  12. 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…

  13. 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…

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

    ERIC Educational Resources Information Center

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

    2006-01-01

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

  15. 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…

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

    PubMed

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

    2014-01-01

    The authors used a large data set (N = 1,011,549) to examine literacy growth over a single school year comparing general education (GenEd) students to three high-risk subgroups: English language learners (ELL), those with a specific learning disability (LD), and those identified as both LD and ELL (LD-ELL) in students in Grades 3-10. The authors were particularly interested in whether variability existed between initial status and the growth trajectories of the three high-risk groups on measures of spelling, fluency, and reading comprehension across the school year and whether this variability was differentiated because of socioeconomic status (SES) as defined by free and reduced lunch (FRL) status. Results indicate that all high-risk groups began the year at substantially lower levels than their GenEd peers, with the largest differences seen between the LD-ELL students and the other subgroups. Further results suggest that students who are in the high-risk subgroups and also qualify for FRL perform significantly worse than their peers in similar risk status groups who do not qualify for FRL, demonstrating the significant impact of SES on academic outcomes for all groups. © Hammill Institute on Disabilities 2012.

  17. 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…

  18. 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,…

  19. Helping ELLs Meet the Common Core State Standards for Literacy in Science: The Impact of an Instructional Intervention Focused on Academic Language

    ERIC Educational Resources Information Center

    August, Diane; Branum-Martin, Lee; Cárdenas-Hagan, Elsa; Francis, David J.; Powell, Jennifer; Moore, Sarah; Haynes, Erin F.

    2014-01-01

    The goal of this study was to assess the effectiveness of an intervention--Quality English and Science Teaching 2--designed to help English language learners (ELLs) and their English proficient classmates develop academic language in science, as required by the Common Core State Standards. The intervention consisted of supplementary instructional…

  20. 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.…

  1. 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…

  2. 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…

  3. Transcription factors TFIIF, ELL, and Elongin negatively regulate SII-induced nascent transcript cleavage by non-arrested RNA polymerase II elongation intermediates.

    PubMed

    Elmendorf, B J; Shilatifard, A; Yan, Q; Conaway, J W; Conaway, R C

    2001-06-22

    TFIIF, ELL, and Elongin belong to a class of RNA polymerase II transcription factors that function similarly to activate the rate of elongation by suppressing transient pausing by polymerase at many sites along DNA templates. SII is a functionally distinct RNA polymerase II elongation factor that promotes elongation by reactivating arrested polymerase. Studies of the mechanism of SII action have shown (i) that arrest of RNA polymerase II results from irreversible displacement of the 3'-end of the nascent transcript from the polymerase catalytic site and (ii) that SII reactivates arrested polymerase by inducing endonucleolytic cleavage of the nascent transcript by the polymerase catalytic site thereby creating a new transcript 3'-end that is properly aligned with the catalytic site and can be extended. SII also induces nascent transcript cleavage by paused but non-arrested RNA polymerase II elongation intermediates, leading to the proposal that pausing may result from reversible displacement of the 3'-end of nascent transcripts from the polymerase catalytic site. On the basis of evidence consistent with the model that TFIIF, ELL, and Elongin suppress pausing by preventing displacement of the 3'-end of the nascent transcript from the polymerase catalytic site, we investigated the possibility of cross-talk between SII and transcription factors TFIIF, ELL, and Elongin. These studies led to the discovery that TFIIF, ELL, and Elongin are all capable of inhibiting SII-induced nascent transcript cleavage by non-arrested RNA polymerase II elongation intermediates. Here we present these findings, which bring to light a novel activity associated with TFIIF, ELL, and Elongin and suggest that these transcription factors may expedite elongation not only by increasing the forward rate of nucleotide addition by RNA polymerase II, but also by inhibiting SII-induced nascent transcript cleavage by non-arrested RNA polymerase II elongation intermediates.

  4. 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

    CEDEX, FRANCE RTO MEETING PROCEEDINGS 32 The Human Factor in System Reliability – Is Human Performance Predictable? (les Facteurs humains et la...fiabilité des systèmes – Les performances humaines, sont-elles prévisibles?) Papers presented at the Human Factors and Medicine Panel (HFM) Workshop...Reliability Is Human Performance Predictable? Contract or Grant Number Program Element Number Authors Project Number Task Number Work Unit Number

  5. 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.

  6. 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…

  7. $$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

  8. 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…

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

    SciTech Connect

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

    2015-04-14

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

  10. The Efficacy and Safety of 17α-Estradiol (Ell-Cranell® alpha 0.025%) Solution on Female Pattern Hair Loss: Single Center, Open-Label, Non-Comparative, Phase IV Study

    PubMed Central

    Kim, Jae-Hong; Lee, Sung Yul; Lee, Hae-Jin; Yoon, Na-Young

    2012-01-01

    Background There are several commercially available agents to treat female pattern hair loss (FPHL), including minoxidil solution, anti-androgen agents and mineral supplements. However, these treatments are not always satisfactory. We report the results of a clinical trial of 17α-estradiol (Ell-Cranell® alpha 0.025%) solution to Korean female patients with FPHL. Objective This study was designed to examine the efficacy and safety of Ell-Cranell® alpha 0.025% solution in Korean female patients with FPHL. Methods A total of 53 women, 18 to 55 years old, applied topical Ell-Cranell® alpha 0.025% solution once daily for 8 months. Efficacy was evaluated by the change of hair counts and diameter, subjective assessment, and photographic assessment by investigators. Results Hair counts and diameter from baseline to 4 and 8 months after treatment increased in treated patients and these changes were statistically significant (p<0.0001). 17α-estradiol (Ell-Cranell® alpha 0.025%) solution showed significant improvement by subjective self-assessment and by investigator photographic assessment. Ell-Cranell® alpha 0.025% solution was well tolerated over 8-months period. Conclusion This study showed that Ell-Cranell® alpha 0.025% solution is a safe and effective agent for Korean women with FPHL. PMID:22879713

  11. The Efficacy and Safety of 17α-Estradiol (Ell-Cranell® alpha 0.025%) Solution on Female Pattern Hair Loss: Single Center, Open-Label, Non-Comparative, Phase IV Study.

    PubMed

    Kim, Jae-Hong; Lee, Sung Yul; Lee, Hae-Jin; Yoon, Na-Young; Lee, Won-Soo

    2012-08-01

    There are several commercially available agents to treat female pattern hair loss (FPHL), including minoxidil solution, anti-androgen agents and mineral supplements. However, these treatments are not always satisfactory. We report the results of a clinical trial of 17α-estradiol (Ell-Cranell® alpha 0.025%) solution to Korean female patients with FPHL. This study was designed to examine the efficacy and safety of Ell-Cranell® alpha 0.025% solution in Korean female patients with FPHL. A total of 53 women, 18 to 55 years old, applied topical Ell-Cranell® alpha 0.025% solution once daily for 8 months. Efficacy was evaluated by the change of hair counts and diameter, subjective assessment, and photographic assessment by investigators. Hair counts and diameter from baseline to 4 and 8 months after treatment increased in treated patients and these changes were statistically significant (p<0.0001). 17α-estradiol (Ell-Cranell® alpha 0.025%) solution showed significant improvement by subjective self-assessment and by investigator photographic assessment. Ell-Cranell® alpha 0.025% solution was well tolerated over 8-months period. This study showed that Ell-Cranell® alpha 0.025% solution is a safe and effective agent for Korean women with FPHL.

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

    SciTech Connect

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

    1994-12-06

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

  13. AFF4, a component of the ELL/p-TEFb elongation complex and a shared subunit of MLL chimeras can link transcription elongation to leukemia

    PubMed Central

    Lin, Chengqi; Smith, Edwin R.; Takahashi, Hidehisa; Lai, Ka-Chun; Martin-Brown, Skylar; Florens, Laurence; Washburn, Michael P.; Conaway, Joan W.; Conaway, Ronald C.; Shilatifard, Ali

    2010-01-01

    Chromosomal translocations involving the MLL gene are associated with infant acute lymphoblastic and mixed lineage leukemia. There are a large number of translocation partners of MLL that share very little sequence or seemingly functional similarities, however, their translocations into MLL result in the pathogenesis of leukemia. To define the molecular reason why these translocations result in the pathogenesis of leukemia, we purified several of the commonly occurring MLL chimeras. We have identified a novel super elongation complex (SEC) associated with all chimeras purified. SEC includes ELL, P-TEFb, AFF4 and several other factors. AFF4 is required for SEC stability and proper transcription by poised RNA polymerase II in metazoans. Knockdown of AFF4 within SEC in leukemic cells shows reduction in MLL chimera target gene expression suggesting that AFF4/SEC could be a key regulator in the pathogenesis of leukemia through many of the MLL partners. PMID:20159561

  14. Determination of the Branching Fraction for B rightarrow X{sub c} ell nu Decays and of |V{sub cb}| from Hadronic-Mass and Lepton-Energy Moments

    SciTech Connect

    Aubert, B.

    2004-04-12

    We determine the inclusive B {yields} X{sub c}{ell}{nu} branching fraction, {Beta}{sub c{ell}{nu}}, the CKM matrix element |V{sub cb}|, and other heavy-quark parameters from a simultaneous fit to moments of the hadronic-mass and lepton-energy distributions in semileptonic B-meson decays, measured as a function of the lower limit on the lepton energy, using data recorded with the BABAR detector. Using Heavy Quark Expansions (HQEs) to order 1/m{sub b}{sup 3}, we extract {Beta}{sub ce{nu}} = (10.61 {+-} 0.16{sub exp} {+-} 0.06{sub HQE})% and |V{sub cb}| = (41.4 {+-} 0.4{sub exp} {+-} 0.4{sub HQE} {+-} 0.6{sub th}) x 10{sup -3}. The stated errors refer to the experimental, HQE, and additional theoretical uncertainties.

  15. 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.

  16. 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

  17. 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…

  18. 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...)

  19. Researchers: ELL Surveys Are Flawed

    ERIC Educational Resources Information Center

    Zehr, Mary Ann

    2010-01-01

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

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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.

  6. 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.

  7. 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

  8. 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.

  9. 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…

  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. 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…

  12. 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…

  13. 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.…

  14. 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.…

  15. Design Challenges Are "ELL-elementary"

    ERIC Educational Resources Information Center

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

    2006-01-01

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

  16. 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…

  17. 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…

  18. 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,"…

  19. 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)…

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

  1. 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

  2. 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)…

  3. $$B\\to\\pi\\ell\\ell$$ 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

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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)…

  14. 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…

  15. $|V_{ub}|$ 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.

  16. 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.

  17. .... 11 ,... ·ell lis IJlI I SINce

    EPA Pesticide Factsheets

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  18. 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…

  19. 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…

  20. 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.

  1. $$|V_{ub}|$$ 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

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

    SciTech Connect

    Ketchum, Wesley Robert

    2012-12-01

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

  3. Charter Schools and ELLs: An Authorizer and School Leader Guide to Educating ELLs. Authorizing Matters. Issue Brief

    ERIC Educational Resources Information Center

    Clair, Nancy

    2011-01-01

    Educators, school administrators, policymakers, and community members are responsible for providing a quality education for all students in the nation's public schools. Traditional and charter schools bear the duty to ensure that special populations of students have access to the best education possible. This responsibility makes it essential for…

  4. 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.

  5. 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}.

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

    ERIC Educational Resources Information Center

    Boyd, Maureen P.

    2015-01-01

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

  7. 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.…

  8. 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…

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

    SciTech Connect

    Khachatryan, Vardan

    2015-10-29

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

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

    ERIC Educational Resources Information Center

    Marzano, Robert J.

    2006-01-01

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

  11. 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…

  12. "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…

  13. 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…

  14. 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…

  15. 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…

  16. 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

  17. 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…

  18. 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…

  19. 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…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  1. 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…

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

    ERIC Educational Resources Information Center

    Millett, Joseph Ridge

    2011-01-01

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

  3. 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…

  4. 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.

  5. 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…

  6. 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…

  7. 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…

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

    ERIC Educational Resources Information Center

    Rodriguez-Valls, Fernando

    2012-01-01

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

  9. 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;…

  10. 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…

  11. 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…

  12. 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…

  13. Search for the Standard Model Higgs Boson in $H \\to WW \\to \\ell \

    SciTech Connect

    Sudo, Yuji

    2011-02-01

    We searched for Standard Model Higgs boson decaying into WW(*), where one of the W bosons decays leptonically and the other hadronically. We used 4.6 $fb^{-1}$ of data collected with the CDF detector in Tevatron Run II. We composed a likelihood discriminant using kinematic variables in order to maximize the signal/background separation. We set upper limits on Higgs boson production cross section for Higgs boson masses between 150 and 200 GeV/$c^2$. The results range from 5.69 ($m_H$ = 170 GeV/$c^2$) to 52.5 ($m_H$ = 150 GeV/$c^2$) times the Standard Model values at 95 % confidence level

  14. 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…

  15. "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…

  16. 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…

  17. 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…

  18. Are ELL Students Underrepresented in Charter Schools? Demographic Trends in New York City, 2006-2008

    ERIC Educational Resources Information Center

    Buckley, Jack; Sattin-Bajaj, Carolyn

    2011-01-01

    Analysts of charter school reform have recently begun to investigate the enrollment patterns of special student populations, namely, low-income students, students classified as special education, and those with English language learner status. Using 3 recent years of data from the New York State School Report Cards and analyzing the charter…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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'…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. A general system of n levels interacting with {\\ell } electromagnetic modes

    NASA Astrophysics Data System (ADS)

    Cordero, S.; Nahmad-Achar, E.; Castaños, O.; López-Peña, R.

    2017-04-01

    The phase diagram corresponding to the ground state of a completely general system of atoms interacting dipolarly with a radiation field, in a cavity, is established. The system is most general in that we consider any finite number N a of atoms, any number n of atomic levels, any number ℓ of field modes, and we do not restrict a radiation mode to interact with a sole pair of atomic levels. The study is carried out through a variational procedure. The test function is constructed from the tensorial product of coherent states associated to the matter and field components. In the parameter space of the dipolar field-matter couplings, we show that the ground state of the system suffers quantum phase transitions described by a phase diagram which divides itself into monochromatic regions. Linear combinations of coherent states are considered to restore the symmetries of the Hamiltonian and, in the thermodynamic limit, we show that the corresponding symmetry-adapted energy surface approaches that of the separable coherent states.

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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

  17. 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…

  18. 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…

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

    ERIC Educational Resources Information Center

    Broer, Kathleen

    2013-01-01

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

  20. Harnessing the Barriers That Impact on Students' English Language Learning (ELL)

    ERIC Educational Resources Information Center

    Liton, Hussain Ahmed

    2016-01-01

    This study strives to single out the barriers and obstacles in terms of academic, course curriculum system and socio-cultural issues that impact on students' learning English language adversely in the prep year level at Jazan University, Saudi Arabia. This paper especially focuses on the factors affecting EFL ("English as a Foreign…

  1. Reading in English and in Chinese: Case Study of Retrospective Miscue Analysis with Two Adult ELLS

    ERIC Educational Resources Information Center

    Wang, Yang; Gilles, Carol J.

    2017-01-01

    Retrospective Miscue Analysis (RMA) has proved to be a useful instructional tool in language arts classrooms and for English learners from various cultures. However, it has not been used with native Mandarin-speaking English learners. This qualitative case study explored the reading process of two adult Mandarin-speaking ELs through RMA. They read…

  2. 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.

  3. 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…

  4. 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…

  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. 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…

  7. 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…

  8. 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.

  9. Interventions for Reading Difficulties: A Comparison of Response to Intervention by ELL and EFL Struggling Readers

    ERIC Educational Resources Information Center

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

    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…

  10. 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

  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

    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. 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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.

  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 the ZZ production cross section in proton-proton collisions at $$ \\sqrt{s}=8 $$ TeV using the ZZ → ℓ–ℓ+ℓ'ℓ'+ and $$ZZ\\to {\\ell}^{-}{\\ell}^{+}\

    DOE PAGES

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

    2017-01-24

    A measurement of the ZZ production cross section in the ℓ–ℓ+ℓ' –ℓ' + and ℓ–ℓ+νν¯channels (ℓ = e, μ) in proton-proton collisions at √s = 8TeV at the Large Hadron Collider at CERN, using data corresponding to an integrated luminosity of 20.3 fb–1 collected by the ATLAS experiment in 2012 is presented. The fiducial cross sections for ZZ → ℓ–ℓ+ℓ' –ℓ' + and ZZ → ℓ–ℓ+νν¯ are measured in selected phase-space regions. The total cross section for ZZ events produced with both Z bosons in the mass range 66 to 116 GeV is measured from the combination of the twomore » channels to be 7.3±0.4(stat)±0.3(syst)–0.1–0.2(lumi)pb, which is consistent with the Standard Model prediction of 6.6–0.6+0.7pb. The differential cross sections in bins of various kinematic variables are presented. The differential event yield as a function of the transverse momentum of the leading Z boson is used to set limits on anomalous neutral triple gauge boson couplings in ZZ production.« less

  14. 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…

  15. Search for a Higgs boson decaying into $$\\gamma^*\\gamma\\to\\ell\\ell\\gamma$$ with low dilepton mass in pp collisions at $$\\sqrt{s} =$$ 8 TeV

    DOE PAGES

    Khachatryan, Vardan

    2015-12-17

    Our search is described for a Higgs boson decaying into two photons, one of which has an internal conversion to a muon or an electron pair (ℓℓγ). The analysis is performed using proton–proton collision data recorded with the CMS detector at the LHC at a centre-of-mass energy of 8 TeV, corresponding to an integrated luminosity of 19.7 fb-1. The events selected have an opposite-sign muon or electron pair and a high transverse momentum photon. No excess above background has been found in the three-body invariant mass range 120 < mℓℓγ < 150 GeV, and limits have been derived for themore » Higgs boson production cross section times branching fraction for the decay H → γ*γ → ℓℓγ, where the dilepton invariant mass is less than 20 GeV. A Higgs boson with mH=125 GeV has a 95% confidence level (CL) exclusion observed (expected) limit is 6.7 (5.9+2.8-1.8 ) times the standard model prediction. Additionally, an upper limit at 95% CL on the branching fraction of H → (J/ψ)γ for the 125 GeV Higgs boson is set at 1.5 × 10-3.« less

  16. 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…

  17. 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…

  18. 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…

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

    ERIC Educational Resources Information Center

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

    2005-01-01

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

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. "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…

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

    NASA Astrophysics Data System (ADS)

    Stewart, Morgan

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

  7. "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…

  8. 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…

  9. 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,…

  10. 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,…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. "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…

  16. 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…

  17. 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…

  18. "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…

  19. 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…

  20. 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…

  1. Preparing Teachers to Meet the Needs of Latino and ELL Students: A Case Study of a Federal Grant

    ERIC Educational Resources Information Center

    Beal, Heather K. Olson; Rudolph, Amanda M.

    2015-01-01

    Due to increased public school accountability, heightened scrutiny of higher education, ongoing demographic shifts, and lean economic times, many in higher education are turning to the federal grant system for financial support to facilitate needed program improvements because other funding sources have been diminished or eliminated. Teacher…

  2. 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…

  3. 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…

  4. 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…

  5. 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

  6. Exclusive Rare B ( s, c) Decays in Light-Front Quark Model

    NASA Astrophysics Data System (ADS)

    Choi, Ho-Meoyng

    2013-03-01

    We investigate the exclusive rare {B_sto (K,η^{(')})(ν_{ell}bar{ν_{ell}}, ell^+ell^-)} and {B_cto D_{(s)}(ν_{ell}bar{ν_{ell}}, ell^+ell^-)} ( ℓ = e, μ, τ) decays within the standard model and the light-front quark model constrained by the variational principle for the QCD motivated effective Hamiltonian. The branching ratios and the longitudinal lepton polarization asymmetries are calculated and compared with other theoretical model predictions.

  7. English Language Learners with Disabilities and Large-Scale Assessments: What the Literature Can Tell Us. ELLs with Disabilities Report 6

    ERIC Educational Resources Information Center

    Minnema, Jane; Thurlow, Martha; Anderson, Michael; Stone, Karla

    2005-01-01

    Part of understanding the issues that surround the implementation of transformative federal mandates such as the No Child Left Behind Act of 2001 (NCLB) is the accumulation of sound, evidenced-based findings that are coupled with rich descriptive explanatory findings. By doing so, the research community supports educational practice to continually…

  8. A Review of 50 States' Online Largescale Assessment Policies: Are English Language Learners with Disabilities Considered? ELLs with Disabilities Report 5

    ERIC Educational Resources Information Center

    Thurlow, Martha; Minnema, Jane; Treat, Jane

    2004-01-01

    The results of this assessment policy review indicated that only a few states have formally considered the large-scale assessment needs of English language learners with disabilities. In fact, only one state (Texas) had a separate policy that addressed the inclusion of English language learners with disabilities in large-scale assessment programs…

  9. 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…

  10. 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. Copyright © 2016 The Society for Biotechnology, Japan. Published by Elsevier B.V. All rights reserved.

  11. 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…

  12. L'humanité face à l'effet de serre additionnel qu'elle créeMankind facing the additional anthropogenic greenhouse warming

    NASA Astrophysics Data System (ADS)

    Petit, Michel

    2001-12-01

    The likely anthropogenic climate change impacts are summarized, as well as the adaptation capabilities and the possibilities of controlling the greenhouse gas concentration in the atmosphere. A number of physical and biological systems have already been impacted by the observed temperature increases. The main domains at risk are discussed: hydrology and water resources, agriculture and food security, terrestrial ecosystems, oceans and coastal zones. Problems specific to Europe are presented. The share of the various activity sectors in the emission of greenhouse gases and the possibilities of reducing these emissions are discussed. Costs and benefits of mitigation actions can be estimated under a number of assumptions that are recalled. The results of the major economic studies are presented. The long-term efficiency of the mitigation actions is linked with their generalization to all countries in the world.

  13. 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…

  14. 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.

  15. Search for Lepton-Flavor Violation in the Decay {tau}{sup -} {yields} {ell}{sup {-+}} h{sup {+-}}h{sup -}

    SciTech Connect

    Aubert, B

    2004-09-13

    A search for the lepton-flavor-violating decay of the tau into one charged lepton and two charged hadrons has been performed using 221.4 fb{sup -1} of data collected at an e{sup +}e{sup -} center-of-mass energy around 10.58 GeV with the BABAR detector at the PEP-II storage ring. In all 14 decay modes considered, the numbers of events found in data are compatible with the background expectations. Upper limits on the branching fractions are set in the range (0.7-4.8) x 10{sup -7} at 90% confidence level. All results are preliminary.

  16. 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…

  17. 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…

  18. 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…

  19. Passport to ELL: Four Programs for Kindergarten through High School English Language Learners Help Teachers Fill Gaps Left by Often Out-of-Date Classroom Materials

    ERIC Educational Resources Information Center

    Schwartzman, Ana

    2004-01-01

    Teachers in English Language Learning classrooms have long faced the challenge of working with children who have diverse ethnic and cultural backgrounds and wide-ranging linguistic skill sets. A child from El Salvador, for example, will need to practice different pronunciation and stress patterns than a child from Vietnam. Technology can help…

  20. 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…

  1. 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…

  2. Comment la Terre a-t-elle pu vieillir de plus de quatre milliards d'années en quatre siècles ?

    NASA Astrophysics Data System (ADS)

    Krivine, Hubert

    2017-05-01

    The history of the determination of the Earth's age is interesting in two ways. First, it is a great school for understanding the genesis of a scientific theory. It stands at the crossroads of almost all scientific disciplines, and also philosophy or even theology. This history shows how what one may well call a ;scientific truth; was established through polemics. Second, that age of 4.567 billion years is not just another figure in the series of ages that would be of concern only to astrophysicists; this scale is the only one that makes it possible to understand the genesis of the marvelous order of the solar system (that Newton attributed to God) and the fantastic complexity of Life on Earth.

  3. 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

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

    ERIC Educational Resources Information Center

    Roessingh, Hetty

    2014-01-01

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

  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. 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…

  7. 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.

  8. 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

  9. 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…

  10. 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.

  11. 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)

  12. 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…

  13. 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…

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

    ERIC Educational Resources Information Center

    Kanno, Yasuko; Kangas, Sara E. N.

    2014-01-01

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

  15. 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.

  16. 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.

  17. 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.

  18. 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.

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

    SciTech Connect

    Ryd, A.; /Caltech, Kellogg Lab

    2005-08-02

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

  20. Search for Exclusive Electroweak Penguin Decays at BABAR

    SciTech Connect

    Kuznetsova, Natalia

    2003-04-03

    This dissertation describes the search for the flavor-changing neutral current decays B {yields} K{ell}{sup +}{ell}{sup -} and B {yields} K*(892){ell}{sup +}{ell}{sup -}, performed using a sample of (22.7 {+-} 0.4) x 10{sup 6} {Upsilon}(4S) {yields} B {bar B} decays collected with the BABAR detector at the PEP-II B Factory. The following final states have been reconstructed: B{sup +} {yields} K{sup +}{ell}{sup +}{ell}{sup -}, B{sup 0} {yields} K{sup 0}{ell}{sup +}{ell}{sup -} (K{sub s}{sup 0} {yields} {pi}{sup +}{pi}{sup -}), B{sup +} {yields} K*{sup +}{ell}{sup +}{ell}{sup -} (K*{sup +} {yields} K{sub s}{sup 0}{pi}{sup +}), and B{sup 0} {yields} K*{sup 0}{ell}{sup +}{ell}{sup -} (K*{sup 0} {yields} K{sup +}{pi}{sup -}), where {ell}{sup +}{ell}{sup -}is either an e{sup +}e{sup -} or {mu}{sup +}{mu}{sup -} pair. The established 90% C.L. upper limits are: {Beta}(B {yields} K{ell}{sup +}{ell}{sup -}) < 0.6 x 10{sup -6}; {Beta}(B {yields} K*{ell}{sup +}{ell}{sup -}) < 2.5 x 10{sup -6}. These limits represent a significant improvement over previously published results and are close to Standard Model predictions.

  1. Photon Physics at CMS

    SciTech Connect

    Hollar, J J

    2009-10-20

    The Large Hadron Collider will allow studies of {gamma}{gamma} and photoproduction interactions at energies significantly higher than previous experiments, in both pp and heavy ion collisions. In this article, studies of the feasibility of measuring {gamma}{gamma} {yields} {ell}{sup +}{ell}{sup -}, {gamma}p {yields} {Upsilon}p {yields} {ell}{sup +}{ell}{sup -}p, and {gamma}A {yields} {Upsilon}A {yields} {ell}{sup +}{ell}{sup -}A processes in early LHC data with the CMS detector are presented.

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

    SciTech Connect

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

    2009-03-03

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

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

    SciTech Connect

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

    2011-11-01

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

  4. 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 -}.

  5. 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…

  6. 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…

  7. 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…

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

    ERIC Educational Resources Information Center

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

    2017-01-01

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

  9. 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,…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. Becoming One Community: Reading and Writing with English Language Learners

    ERIC Educational Resources Information Center

    Fay, Kathleen; Whaley, Suzanne

    2004-01-01

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

  16. 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…

  17. American Indian English Language Learners: Misunderstood and Under-Served

    ERIC Educational Resources Information Center

    Carjuzaa, Jioanna; Ruff, William G.

    2016-01-01

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

  18. 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…

  19. 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…

  20. 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…

  1. 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…

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

    ERIC Educational Resources Information Center

    Park, Ho-Ryong; Kim, Deoksoon

    2016-01-01

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

  3. 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…

  4. 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…

  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. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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.…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. Flipped Instruction with English Language Learners at a Newcomer High School

    ERIC Educational Resources Information Center

    Graziano, Kevin J.; Hall, John D.

    2017-01-01

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

  18. 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…

  19. 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…

  20. 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…