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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.

    2012-01-01

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

  3. ELL Spoken Here

    ERIC Educational Resources Information Center

    Starkman, Neal

    2008-01-01

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

  4. Mediated Learning Experiences for ELLs

    ERIC Educational Resources Information Center

    Montgomery, Joel R.

    2008-01-01

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

  5. 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…

  6. Best Practices for Adolescent ELLs

    ERIC Educational Resources Information Center

    Rance-Roney, Judith

    2009-01-01

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

  7. Getting to Know ELLs' Families

    ERIC Educational Resources Information Center

    Breiseth, Lydia

    2016-01-01

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

  8. 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…

  9. New Talk about ELL Students

    ERIC Educational Resources Information Center

    Lee, Stacey J.

    2012-01-01

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

  10. 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. Teaching Science to ELLs, Part I

    ERIC Educational Resources Information Center

    Bautista, Nazan; Castaneda, Martha

    2011-01-01

    Since 1995, the population of English language learners (ELLs) in the United States has increased by an astonishing 57% (Maxwell 2009). Though ELLs come from many different backgrounds, they share the common challenge of learning English while responding to academic content demands. Part I of this two-part article provides key strategies every…

  12. 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…

  13. 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…

  14. On a new type of \\ell-adic regulator for algebraic number fields (the \\ell-adic regulator without logarithms)

    NASA Astrophysics Data System (ADS)

    Kuz'min, L. V.

    2015-02-01

    For an algebraic number field K such that a prime \\ell splits completely in K, we define a regulator R_\\ell(K)\\in Z_\\ell that characterizes the subgroup of universal norms from the cyclotomic Z_\\ell-extension of K in the completed group of S-units of K, where S consists of all prime divisors of \\ell. We prove that the inequality R_\\ell(K)\

  15. Some remarks on the \\ell-adic regulator. V. Growth of the \\ell-adic regulator in the cyclotomic Z_\\ell-extension of an algebraic number field

    NASA Astrophysics Data System (ADS)

    Kuz'min, Leonid V.

    2009-10-01

    For an algebraic number field k that is either a field of CM-type (real or imaginary) or a field having Abelian completions at all places over \\ell and satisfying the feeble conjecture on the \\ell-adic regulator [1] and its cyclotomic \\mathbb{Z}_\\ell-extension k_\\infty, we obtain formulae that represent for all sufficiently large n the \\ell-adic exponent of the number R_\\ell(k_{n+1})/R_\\ell(k_n), where R_\\ell(k_n) is the \\ell-adic regulator in the sense of [1]. We discuss the meaning of the Iwasawa invariants occurring in these formulae and the resemblance between our results and the Brauer-Siegel theorem.

  16. Supporting ELLs before, during, and after Reading

    ERIC Educational Resources Information Center

    DelliCarpini, Margo

    2011-01-01

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

  17. Create a Responsive Learning Community for ELLs

    ERIC Educational Resources Information Center

    Dong, Yu Ren

    2016-01-01

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

  18. 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. 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…

  20. Evaluating ELLs for Special Needs a Challenge

    ERIC Educational Resources Information Center

    Maxwell, Lesli A.; Shah, Nirvi

    2012-01-01

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

  1. 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…

  2. 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…

  3. 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.).

  4. 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…

  5. It’s Eff, En, Ell | Poster

    Cancer.gov

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

  6. 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.…

  7. Catalytic Majorization and ell_p Norms

    NASA Astrophysics Data System (ADS)

    Aubrun, Guillaume; Nechita, Ion

    2008-02-01

    An important problem in quantum information theory is the mathematical characterization of the phenomenon of quantum catalysis: when can the surrounding entanglement be used to perform transformations of a jointly held quantum state under LOCC (local operations and classical communication)? Mathematically, the question amounts to describe, for a fixed vector y, the set T( y) of vectors x such that we have x ⊗ z prec y ⊗ z for some z, where prec denotes the standard majorization relation. Our main result is that the closure of T(y) in the ell_1 norm can be fully described by inequalities on the ell_p norms: ||x||_p ≤ ||y||_p for all p ≥ 1. This is a first step towards a complete description of T( y) itself. It can also be seen as a ell_p -norm analogue of the Ky Fan dominance theorem about unitarily invariant norms. The proof exploits links with another quantum phenomenon: the possibiliy of multiple-copy transformations (x^{⊗ n} prec y^{⊗ n} for given n). The main new tool is a variant of Cramér’s theorem on large deviations for sums of i.i.d. random variables.

  8. 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…

  9. The Role of Collinear Photons In the Rare Decay B to X_s ell ell

    SciTech Connect

    Huber, T.; Hurth, T.; Lunghi, E.; /Fermilab

    2008-08-07

    We review the phenomenology of the rare decay {bar B} {yields} X{sub s}{ell}{sup +}{ell}{sup -}. We present the results of a detailed phenomenological analysis and discuss the role of the decay in the search for new physics at present and future colliders. Moreover, we extensively elaborate on the size of electromagnetic logarithms ln(m{sub b}{sup 2}/m{sub {ell}}{sup 2}) in view of experimental cuts. We point out the differences in the analyses of BaBar and Belle and give suggestions on how to treat collinear photons in the experimental analyses. These recommendations correspond precisely to theoretical prescriptions and can be combined with measurements performed at a Super-B factory.

  10. 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…

  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. Strategies for Improving Reading Skills among ELL College Students

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  14. 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…

  15. 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

  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. 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.

  18. 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

  19. 10. FIRST FLOOR, NUTFIELD CLUB IN WEST ELL, LOOKING NORTHWEST, ...

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

    10. FIRST FLOOR, NUTFIELD CLUB IN WEST ELL, LOOKING NORTHWEST, ENTRANCE VESTIBULE WITH LEADED GLASS TRANSOM, PRESSED METAL CEILING - Harrington-Smith Block, 18-52 Hanover Street, Manchester, Hillsborough County, NH

  20. ELL facilitates RNA polymerase II pause site entry and release.

    PubMed

    Byun, Jung S; Fufa, Temesgen D; Wakano, Clay; Fernandez, Alfonso; Haggerty, Cynthia M; Sung, Myong-Hee; Gardner, Kevin

    2012-01-01

    Transcription is a multi-stage process that coordinates several steps within the transcription cycle including chromatin reorganization, RNA polymerase II recruitment, initiation, promoter clearance and elongation. Recent advances have identified the super elongation complex, containing the eleven-nineteen lysine-rich leukaemia (ELL) protein, as a key regulator of transcriptional elongation. Here we show that ELL has a diverse and kinetically distinct role before its assembly into the super elongation complex by stabilizing Pol II recruitment/initiation and entry into the pause site. Loss of ELL destabilizes the pre-initiation complexes and results in disruption of early elongation and promoter proximal chromatin structure before recruitment of AFF4 and other super elongation complex components. These changes result in significantly reduced transcriptional activation of rapidly induced genes. Thus, ELL has an early and essential role during rapid high-amplitude gene expression that is required for both Pol II pause site entry and release. PMID:22252557

  1. 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

  2. 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…

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

    ERIC Educational Resources Information Center

    Johnston, Joan Ann

    2013-01-01

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

  4. 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…

  5. 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…

  6. 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…

  7. Reading Aid Seen to Lag in ELL Focus

    ERIC Educational Resources Information Center

    Zehr, Mary Ann

    2007-01-01

    This article reports that educators and experts across the country who work with English-language learners (ELLs) are moving toward a consensus that the federal Reading First program needs to be refined to become more effective for children acquiring English. Administrators in several big-city districts with large numbers of such students are…

  8. 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…

  9. 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…

  10. 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

  11. 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…

  12. 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…

  13. 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…

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

    ERIC Educational Resources Information Center

    Pennock-Roman, Maria; Rivera, Charlene

    2011-01-01

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

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

    SciTech Connect

    Andraka, B.; Kim, J.S. . 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}.

  16. 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…

  17. 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…

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

    SciTech Connect

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

    2005-11-17

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

  19. 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…

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

    ERIC Educational Resources Information Center

    Panferov, Suzanne

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Hong-Nam, Kay

    2014-01-01

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

  2. 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…

  3. 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…

  4. 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…

  5. Reaching ELLs at Risk: Instruction for Students with Limited or Interrupted Formal Education

    ERIC Educational Resources Information Center

    DeCapua, Andrea; Marshall, Helaine W.

    2011-01-01

    The United States is receiving unprecedented numbers of immigrants, with a parallel increase in the number of English-language learners (ELLs) entering our schools. Many of these ELLs are students with limited or interrupted formal education who face great challenges, especially at the secondary level where they have little time to master academic…

  6. 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…

  7. 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…

  8. 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…

  9. 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}.

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

    ERIC Educational Resources Information Center

    Marietta, Geoff; Brookover, Elisha

    2011-01-01

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

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

    NASA Astrophysics Data System (ADS)

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

    2007-03-01

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

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

    NASA Astrophysics Data System (ADS)

    Ilich, Maria O.

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

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

    SciTech Connect

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

    2010-10-27

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

  14. 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}.

  15. 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.).

  16. 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.

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

    SciTech Connect

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

    2008-07-01

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

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

    NASA Astrophysics Data System (ADS)

    Huerta, Margarita

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

  19. Collaborative Teaching to Increase ELL Student Learning: A Three-Year Urban Elementary Case Study

    ERIC Educational Resources Information Center

    York-Barr, Jennifer; Ghere, Gail; Sommerness, Jennifer

    2007-01-01

    Urban schools, noted for their diverse student populations and variety of instructional resources and personnel, often are challenged in providing a coherent and differentiated instructional program for the wide array of learners served. In this article, we describe coteaching instructional models to support ELL students in elementary general…

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

    ERIC Educational Resources Information Center

    Protacio, Maria Selena O.

    2013-01-01

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

  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. "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…

  3. 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…

  4. 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…

  5. 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…

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

    ERIC Educational Resources Information Center

    Zehr, Mary Ann

    2008-01-01

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

  7. 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…

  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. 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…

  10. 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…

  11. Péritonite primitive: entité réelle mais de diagnostic difficile

    PubMed Central

    Yamou, Rajae; Najih, Mohammed; Absi, Mohamed; Ouanani, Mohamed; Echerrab, Mahjoub; EL Alami, Hassan; Amraoui, Mohamed; Errougani, Abdelkader; Chkoff, Mohamed Rachid

    2012-01-01

    Les péritonites primitives sont rares chez des patients sans facteurs de risques. Elles simulent les péritonites secondaires. C'est pourquoi leur diagnostic ne peut être que peropératoire. Nous rapportons deux cas de péritonites primitives dans le but de discuter leurs aspects diagnostique et thérapeutiques. PMID:23077704

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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,…

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

    ERIC Educational Resources Information Center

    National Center on Educational Outcomes, University of Minnesota, 2011

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Kangas, Sara E. N.

    2014-01-01

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

  19. 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…

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

    ERIC Educational Resources Information Center

    August, Diane; Artzi, Lauren; Barr, Christopher

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Lee, Pei-Yi

    2010-01-01

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

  2. Predicting ELL Students' Beginning First Grade English Oral Reading Fluency from Initial Kindergarten Vocabulary, Letter Naming, and Phonological Awareness Skills

    ERIC Educational Resources Information Center

    Yesil-Dagli, Ummuhan

    2011-01-01

    The precursors of early English reading success have been widely studied for native English-speaking students, and those findings have been generalized to the English language learner (ELL) student population. However, the development of English language acquisition may be different for ELL students. The purpose of this study was to investigate…

  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. 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 English language learners (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 holding constant language of instruction. A total of 13…

  5. Delicate Balance: ELL Students Struggle to Balance Language and Content, while Educators Need Partnerships and Specific Professional Learning

    ERIC Educational Resources Information Center

    Nordmeyer, Jon

    2008-01-01

    All teachers face challenges in helping English language learners (ELLs) reach proficiency in content areas while learning English. ESL teachers are essential in helping ELLs to face the twin challenges of achieving in content areas and developing academic English proficiency. This article discusses how ESL teachers can continue to help students…

  6. Effective Reading Programs for Spanish Dominant English Language Learners (ELLs) in the Elementary Grades: A Synthesis of Research. Educator's Summary

    ERIC Educational Resources Information Center

    Center for Research and Reform in Education, 2012

    2012-01-01

    This review synthesizes research on English reading outcomes of all types of programs for Spanish-dominant ELLs in elementary school. It is divided into two major sections: the effect of language of instruction on achievement (i.e., bilingual vs. English-only instruction) and effective reading approaches for ELLs other than the use of native…

  7. 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…

  8. 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…

  9. 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…

  10. 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.…

  11. 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…

  12. 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.

  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. 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…

  15. 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…

  16. 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.

  17. The B {r{underscore}arrow} D*{ell}{nu} form factor at zero recoil

    SciTech Connect

    Simone, J.N.; Hashimoto, S.; El-Khadra, A.X.; Kronfeld, A.S.; Mackenzie, P.B.; Ryan, S.M.

    2000-01-26

    The authors describe a model independent lattice QCD method for determining the deviation from unity for h{sub A{sub 1}}, the B {r{underscore}arrow} D*{ell}{nu} form factor at zero recoil. They extend the double ratio method previously used to determine the B {r{underscore}arrow} D{ell}{nu} form factor. The bulk of statistical and systematic errors cancel in the double ratios they consider, yielding form factors which promise to reduce present theoretical uncertainties in the determination of {vert{underscore}bar}V{sub cb}{vert{underscore}bar}. They present results from a prototype calculation at a single lattice spacing corresponding to {beta} = 5.7.

  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 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

  20. ELL inhibits E2F1 transcriptional activity by enhancing E2F1 deacetylation via recruitment of histone deacetylase 1.

    PubMed

    Zhang, Wei; Ji, Wei; Liu, Xing; Ouyang, Gang; Xiao, Wuhan

    2014-02-01

    ELL (eleven-nineteen lysine-rich leukemia protein) was first identified as a translocation partner of MLL in acute myeloid leukemia; however, the exact mechanism of its action has remained elusive. In this study, we identified ELL as a direct downstream target gene of E2F1. Coimmunoprecipitation assays showed that ELL interacted with E2F1 in vitro and in vivo, leading to inhibition of E2F1 transcriptional activity. In addition, ELL enhanced E2F1 deacetylation via recruitment of histone deacetylase 1 (HDAC1). Notably, the MLL-ELL fusion protein lost the inhibitory role of ELL in E2F1 transcriptional activity. Furthermore, DNA damage induced ELL in an E2F1-dependent manner and ELL protected cells against E2F1-dependent apoptosis. Our findings not only connect ELL to E2F1 function and uncover a novel role of ELL in response to DNA damage but also provide an insight into the mechanism for MLL-ELL-associated leukemogenesis.

  1. 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.

  2. 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.

  3. 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.

  4. 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

  5. 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…

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

    PubMed

    Castro-Olivo, Sara M

    2014-12-01

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

  7. 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.

  8. 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…

  9. 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…

  10. 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)…

  11. "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…

  12. 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…

  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. 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…

  16. 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'…

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  18. "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…

  19. Pre- and In-Service Teachers' Beliefs about ELLs in Content Area Classes: A Case for Inclusion, Responsibility, and Instructional Support

    ERIC Educational Resources Information Center

    Polat, Nihat; Mahalingappa, Laura

    2013-01-01

    This study documents differences between pre- and in-service content area teachers' beliefs about: whether English language learners (ELLs) should be included in content area classes, the kind of instructional support (IS) they should receive, and responsibility for ELLs' language and academic achievement. Questionnaire data were collected from 94…

  20. 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…

  1. 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.…

  2. 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.

  3. 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.

  4. 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.

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

    PubMed Central

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

    2015-01-01

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

  6. 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…

  7. 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…

  8. 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…

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

    PubMed

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

    2014-01-01

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

  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 process for ELLs…

  12. 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…

  13. 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,…

  14. 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.

  15. $$B \\to \\pi \\ell \

    DOE PAGES

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

    2015-04-14

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

  16. 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…

  17. $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.

  18. Integrated Assessments for ELL

    ERIC Educational Resources Information Center

    Armon, Joan; Morris, Linda J.

    2008-01-01

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

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

    PubMed

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

    2014-01-01

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

  20. 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.

  1. The last 1.2 Myr of the Cretaceous in the southwestern Tethys (Elles, Tunisia): orbital calibration, climate change and calcareous nannofossil palaeoecological changes

    NASA Astrophysics Data System (ADS)

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

    2014-05-01

    An integrated study of magnetic mass susceptibility (MS), bulk stable isotopes and nannofossil paleoecological changes has been performed on the late Maastrichtian of the Elles section, central Tunisia, spanning the last 1.2 Myr of the Cretaceous. A cyclostratigraphic analysis of MS variations reveal the presence of Milankovitch and sub-Milankovitch frequencies. Orbital tuning is used to provide ages of important stratigraphic events, 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 and PCA2, which match changes in bulk Delta13C and Delta18O, respectively, and allow building a nannofossil fertility (NFI) and a nannofossil temperature index (NTI). The NTI, the variations in abundances of high-latitude taxa and the warm-water species Micula murus, and variations in bulk and foraminifer Delta18O point to a common paleoclimatic interpretation. Sea-surface paleotemperatures were mild and variable between 67.2 and 66.5 Ma with an enhanced cooling event between 66.7 and 66.5 Ma. The end-Maastrichtian greenhouse warming is recorded between 66.5 and 66.15 Ma. Cooling resumed between 66.15 and 66.05 Ma while the last 50 kyr of the Maastrichtian are marked by an additional warming event. An overall decrease in surface-water nutriency is indicated by the NFI and suggests that the concomitant decrease in bulk Delta13C was mainly due to a drop in overall plankton productivity. The previously published species richness of intermediate-dwelling planktic foraminifera parallels the trends in the NFI, indicating a direct link between the drop in surface-water nutriency and stressful environmental conditions within the nutricline. Nannofossil species richness is slightly lower during warming episodes. This suggests stressful conditions accompanying greenhouse warming pulses. However, nannofossil species richness remained on average very high across the last 1.2 Myr

  2. 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.

  3. 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...)

  4. 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'…

  5. 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…

  6. 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…

  7. 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…

  8. 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,"…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  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. Methods & Strategies: 5E for ELL

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  15. $$B\\to\\pi\\ell\\ell$$ 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

  16. 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

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

  18. Search for Lepton Flavor Violating Decays $\\tau^\\pm \\to \\ell^\\pm{\\pi^0}, \\ell^\\pm\\eta, \\ell^\\pm{\\eta^\\prime}$

    SciTech Connect

    Aubert, B.

    2006-11-15

    A search for lepton flavor violating decays of the {tau} lepton to a lighter mass lepton and a pseudoscalar meson has been performed using 339 fb{sup -1} of e{sup +}e{sup -} annihilation data collected at a center-of-mass energy near 10.58GeV by the BABAR detector at the SLAC PEP-II storage ring. No evidence of signal has been found, and upper limits on the branching fractions are set at 10{sup -7} level.

  19. 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…

  20. Large Districts to Use Stimulus for ELL Support

    ERIC Educational Resources Information Center

    Zehr, Mary Ann

    2009-01-01

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

  1. Supporting Fifth-Grade ELLs' Argumentative Writing Development

    ERIC Educational Resources Information Center

    O'Hallaron, Catherine L.

    2014-01-01

    This article reports instruction supporting the development of fifth grade English learners' argumentative writing in an English language arts setting. Arguments analyzed for the study were produced by the same students on two occasions, roughly 3 months apart. In the first instance, students discussed the source text in detail, but were…

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

    DOE PAGES

    Bailey, Jon A.; et al.

    2015-07-23

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  4. 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…

  5. Model Common-Core Unit Piloted for ELL Teachers

    ERIC Educational Resources Information Center

    Maxwell, Lesli A.

    2013-01-01

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

  6. $|V_{ub}|$ 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.

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

    ERIC Educational Resources Information Center

    Chavez, Lisa

    2009-01-01

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

  8. 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…

  9. 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…

  10. 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.

  11. 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.

  12. 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}.

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. "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…

  18. 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…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  20. 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…

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

    ERIC Educational Resources Information Center

    Haines, Shana J.

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  3. 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…

  4. 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.…

  5. 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…

  6. 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.

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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

  12. Assessing School Supports for ELL students Using the ECLS-K

    ERIC Educational Resources Information Center

    Han, Wen-Jui; Bridglall, Beatrice L.

    2009-01-01

    Using a large and nationally representative sample of children, this study examined the association between the school resources available to English Language Learners and their academic trajectories from kindergarten through fifth grade. Particular attention was paid to the differences in services provided by schools with high, low, or no ELL…

  13. 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…

  14. 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…

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

    ERIC Educational Resources Information Center

    Hur, Jung Won; Suh, Suhyun

    2012-01-01

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

  16. 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. 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.

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

    ERIC Educational Resources Information Center

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

    1995-01-01

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

  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. 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'…

  1. 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…

  2. 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.

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

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

    ERIC Educational Resources Information Center

    Ramos, Jose A.

    2012-01-01

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

  11. 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…

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

    ERIC Educational Resources Information Center

    Hamann, Edmund T.; Reeves, Jenelle

    2013-01-01

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

  13. 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…

  14. 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.; Abdinov, O.; Abeloos, B.; Aben, R.; Abolins, M.; AbouZeid, O. S.; Abraham, N. L.; Abramowicz, H.; et al

    2016-07-06

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

  15. 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.

  16. 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…

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

    ERIC Educational Resources Information Center

    Collins, Linda J.; Liang, Xin

    2014-01-01

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

  18. Production, partial purification and characterization of protease from a phytopathogenic fungi Alternaria solani (Ell. and Mart.) Sorauer.

    PubMed

    Chandrasekaran, Murugesan; Sathiyabama, Muthukrishnan

    2014-08-01

    An alkaline serine protease producing strain Alternaria solani was optimized for its enzyme production under submerged conditions. The maximum production of protease by A. solani was achieved by using sodium nitrate at the optimum concentration of 0.2% w/v. A. solani produced higher quantities (3.75 [unit/mg of protein]) of an inducible extracellular proteases on day 9 after incubation in czapek's dox broth medium amended with 1% casein as an inducer at pH 8.5, temperature 27 °C and 3% sucrose as carbon source. Extracellular proteases were precipitated by ammonium sulphate saturation (80%) method and purified on Sephadex G-100 column chromatography. The molecular mass of SDS-PAGE and Sephadex G-100 Column Gel permeation chromatography purified protease was estimated to 42 kDa. In addition, trypsin digestion of 42 kDa protein band was carried out and analyzed by MALDI-TOF for the identification of protease. The sequence IKELATNGVVTNVK (378-391) segment of the alkaline serine protease was found by using MS/MS spectrum at 1485 m/z from the purified fraction. It showed optimal activity at 50 °C and pH 9-10 and broad pH stability between pH 6-12. The protease activity was inhibited by phenyl methyl sulfonyl fluoride (PMSF), all the results indicated that the presence of a serine residue in the active site and is thus most likely a member of the serine protease family. This may function as a virulence protein during pathogenesis by A. solani. The results suggested that the presence of appreciable extracellular proteolytic activity in filamentous fungi may serve as a marker of their phytopathogenicity.

  19. Effects of Pre-Kindergarten Music Instruction on Kindergarten Reading and Math Scores for Low SES ELL Students

    ERIC Educational Resources Information Center

    Bowen, Robert Charles

    2010-01-01

    Learning gaps exist between economic and ethnic subgroups. This quasi-experimental study examined the effects of a pre-kindergarten music class on kindergarten math and reading scores. The research involved three metropolitan elementary schools where nearly 90% of the students participated in free and reduced lunch and approximately half of the…

  20. 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,…

  1. 2010-11 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities. Technical Report 68

    ERIC Educational Resources Information Center

    Albus, Deb; Thurlow, Martha

    2013-01-01

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

  2. 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…

  3. 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…

  4. 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…

  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. 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…

  7. 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.

  8. 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…

  9. 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…

  10. Strategies d'etayage avec des enfants dysphasiques: sont-elles specifiques? (Scaffolding Strategies with Dysphasic Children: Are They Specific?)

    ERIC Educational Resources Information Center

    de Weck, Genevieve

    1998-01-01

    Child-adult dialogues are important in an interactionist approach to acquisition of language behaviors because of the scaffolding provided by adults. Different forms of scaffolding used with children with and without language impairments are reviewed, and research on scaffolding with children aged 4-6 years is reported. Discourse strategies used…

  11. 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.

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

    NASA Astrophysics Data System (ADS)

    McLin, Kristie S.

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

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

    PubMed

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

    2016-08-01

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

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

    SciTech Connect

    Burkett, K; Paulini, M.

    1996-07-01

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

  15. 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

  16. 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.

  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. 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…

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

    ERIC Educational Resources Information Center

    Russakoff, Dale

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Orelus, Pierre Wilbert

    2012-01-01

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

  2. 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…

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

    ERIC Educational Resources Information Center

    Roessingh, Hetty

    2014-01-01

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

  4. 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…

  5. 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.

  6. Search for B{sup degree ovr sub s}-{ovr B}{sup degree ovr sub s} oscillations using the semileptonic decay B{sup degree ovr sub s} {r_arrow} {phi} {ell} {sup +}X{nu}.

    SciTech Connect

    Abe, F.; Akimoto, H.; Akopian, A.; Albrow, M. G.; Amadon, A.; Blair, R. E.; Byrum, K. L.; Kovacs, E.; Kuhlmann, S. E.; LeCompte, T.; Nodulman, L.; Proudfoot, J.; Thurman-Keup, R.; Wagner, R. G.; Wicklund, A. B.; CDF Collaboration; High Energy Physics; KEK; Waseda Univ.; Rockefeller Univ.; FNAL; Univ. of Chicago

    1999-05-03

    A search for B{sub s}{sup 0}-{ovr B}{sub s}{sup 0} oscillations is performed in a sample of B{sub s}{sup 0} semileptonic decays collected using dilepton triggers at the Tevatron Collider during 1992-1995. The B{sub s}{sup 0} is reconstructed using phiv meson-lepton correlations; its initial flavor is determined with the second lepton in the event. From a signal of 1068 with a B{sub s}{sup 0} purity of 61%, we obtain a limit on the B{sub 2}{sup 0}-{ovr B}{sub s}{sup 0} oscillation frequency of {Delta}m{sub s}>5.8 ps{sup -1} at 95% confidence level.

  7. 2013 Mathematics Assessment Report Card: Summary Data Tables for National and State Sample Sizes, Participation Rates, and Proportions of SD and ELL Students Identified. [Technical Appendix. NCES 2014-451

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

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

  8. 2013 Reading Assessment Report Card: Summary Data Tables for National and State Sample Sizes, Participation Rates, and Proportions of SD and ELL Students Identified. [Technical Appendix. NCES 2014-451

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

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

  9. "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…

  10. 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…

  11. 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.

  12. 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.

  13. New Results on Leptonic B Meson Decays at BaBar

    SciTech Connect

    Kim, Hojeong; /SLAC

    2008-06-09

    The authors present selected new results on leptonic B meson decays from the BABAR experiment: searches for the decays B{sup 0} {yields} {ell}{sup +}{ell}{sup -}, B{sup +} {yields} {ell}{sup +}{nu} and B{sup 0} {yields} {ell}{sup +}{tau}{sup -}, and B {yields} K{nu}{bar {nu}}, where {ell} = e or {mu}. They observe no evidence for these decays and set upper limits on their branching fractions.

  14. 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.

  15. 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}.

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

    SciTech Connect

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

    2005-07-06

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

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

    NASA Astrophysics Data System (ADS)

    Steinbach, I.; Apel, M.

    2006-05-01

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

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

    NASA Astrophysics Data System (ADS)

    Yangambi, Matthieu Wakalewae

    2005-12-01

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

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

    SciTech Connect

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

    2011-11-01

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

  20. 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.

  1. 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 -}.

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

    ERIC Educational Resources Information Center

    Orso, Charlotte Lindsey

    2013-01-01

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

  3. 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…

  4. 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,…

  5. The Bridge of Knowledge

    ERIC Educational Resources Information Center

    Dong, Yu Ren

    2014-01-01

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

  6. 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…

  7. 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…

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

    ERIC Educational Resources Information Center

    Zhang, Shaoan; Stephens, Vernon

    2013-01-01

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

  9. "Poco a Poquito Se Van Apagando": Teachers' Experiences Educating Latino English Language Learners with Disabilities

    ERIC Educational Resources Information Center

    Delgado, Rocio

    2010-01-01

    This article explores the nature of instruction provided to Latino English language learners (ELLs) with disabilities. The case of a bilingual teacher who worked with an ELL with disabilities is presented. This teacher's voice describes her practice, beliefs, and other factors influencing her work with ELLs with disabilities. Finally, the…

  10. Preparing English Language Learners for the Mainstream: Academic Language and Literacy Practices in Two Junior High School ESL Classrooms

    ERIC Educational Resources Information Center

    Peercy, Megan Madigan

    2011-01-01

    The growing numbers of English language learners (ELLs) in U.S. K-12 public schools have raised many questions about how to best educate these students. Much of the research on teaching ELLs has discussed the kinds of practices that should be used to increase ELLs' school achievement, but few studies have documented the actual practices that…

  11. 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…

  12. 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…

  13. 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…

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  17. Graduates' Reports of Advocating for English Language Learners

    ERIC Educational Resources Information Center

    de Oliveira, Luciana C.; Athanases, Steven Z.

    2007-01-01

    Beginning teachers, who graduated from a credential program focused on preparing advocates for equity and with attention to teaching English language learners (ELLs), had reported in surveys being well prepared to teach ELLs and promote equity. Focus groups illuminated teachers' reports of ways they advocated for ELLs. Reported classroom acts…

  18. 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…

  19. 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…

  20. 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.…

  1. 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…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Pray, Lisa; Ilieva, Vessela

    2011-01-01

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

  4. Exemplary Teachers of English Language Learners: A Knowledge Base

    ERIC Educational Resources Information Center

    Clayton, Courtney

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  6. 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…

  7. The Promise of Two-Language Education

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  8. Let Them Talk!

    ERIC Educational Resources Information Center

    Wright, Wayne E.

    2016-01-01

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

  9. 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…

  10. 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…

  11. Testing English Language Learners under No Child Left Behind

    ERIC Educational Resources Information Center

    Bunch, Michael B.

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2005-01-01

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

  13. Diverse Teachers for Diverse Students: Internationally Educated and Canadian-Born Teachers' Preparedness to Teach English Language Learners

    ERIC Educational Resources Information Center

    Faez, Farahnaz

    2012-01-01

    This article describes a study that examines Canadian-born and internationally educated teachers' (IETs') self-perceived preparedness to teach English language learners (ELLs). The study employed a survey and interviews to examine teacher candidates': (a) level of empathy with ELLs, (b) sense of preparedness to teach ELLs, and (c) beliefs about…

  14. Scaffolding English Language Learners' Reading Performance

    ERIC Educational Resources Information Center

    McKenzie, Lolita D.

    2011-01-01

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

  15. 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…

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

    ERIC Educational Resources Information Center

    Lane, Suzanne; Leventhal, Brian

    2015-01-01

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

  17. 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…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Young, John W.; King, Teresa C.

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    Bauer, Eurydice Bouchereau; Manyak, Patrick C.

    2008-01-01

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

  1. Improving the Validity of English Language Learner Assessment Systems. Executive Summary. Policy Brief 10, Spring 2010

    ERIC Educational Resources Information Center

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

    2010-01-01

    English Language Learners (ELLs) are the fastest growing group of students in American public schools. According to Payan and Nettles (2008), the ELL population doubled in 23 states between 1995 and 2005. Yet ELL achievement remains among the lowest of all students. For example, on the 2009 National Assessment of Educational Progress, 72% of…

  2. 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…

  3. 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…

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

    ERIC Educational Resources Information Center

    Niehaus, Kate; Adelson, Jill L.

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Henry, Denfield L.

    2013-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Prat, Sandrine; Thackeray, John Francis

    2001-03-01

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

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

    SciTech Connect

    Aubert, B.

    2008-01-08

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

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

    SciTech Connect

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

    1997-11-01

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

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

    NASA Astrophysics Data System (ADS)

    Turkan, Sultan; Liu, Ou Lydia

    2012-10-01

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

  10. Kosmische Katastrophen und der Ursprung der Religion.

    NASA Astrophysics Data System (ADS)

    Hoyle, F.

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

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

    SciTech Connect

    Donald J. Summers et al.

    2000-09-29

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

  12. Boundary conditions on internal three-body wave functions

    SciTech Connect

    Mitchell, Kevin A.; Littlejohn, Robert G.

    1999-10-01

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

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

    SciTech Connect

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

    2011-12-01

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

  14. Chemical education experiences from the English language learner perspective

    NASA Astrophysics Data System (ADS)

    Flores, Annette

    2011-12-01

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

  15. The ηcγ γ* transition form factor in the decay ηc-> γ ℓ+ℓ- and in the crossed channels γ e--> ηc e- and e+e--> ηcγ

    NASA Astrophysics Data System (ADS)

    di Salvo, E.; Rekalo, M. P.; Tomasi-Gustafsson, E.

    2000-08-01

    The Dalitz distribution and the effective mass spectrum of the lepton pair produced in the decay η_cto γ ell^+ ell^-, as well as the differential cross sections for the crossed channels γ e^-to η_c e^- and e^+ e^-to η_c γ, are calculated in terms of the sole electromagnetic transition form factor for the vertex η_ctoγ γ^*, where γ^* is a virtual photon with a space-like (for γ e^- to η_c e^- ) or a time-like (for e^+ e^-to η_c γ and η_ctoγ ell^+ell^-) four-momentum. Explicit parameterizations of the transition form factor are found in two different approaches, namely in the vector dominance model and in a QCD-inspired consideration on the basis of the process c overline cto γ ell^+ ell^-, with zero relative three-momentum of the annihilating quarks.

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    SciTech Connect

    K. Bloom

    2002-10-16

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

  18. Precision measurement of top quark mass in dilepton channel

    SciTech Connect

    Jayatilaka, Bodhitha; /Michigan U.

    2006-01-01

    We present recent measurements of the top quark mass using events collected at the CDF and D0 detectors from p{bar p} collisions at {radical}s = 1.96 TeV at the Fermilab Tevatron. These analyses are performed using events consistent with the decay channel t{bar t} {yields} {bar b}{ell}{sup -}{bar v}{sub {ell}}b{ell}' + v'{sub {ell}}, or the dilepton channel. 230-360 pb{sup -1} of data are used.

  19. Rare Decays And Exotic States With BaBar

    SciTech Connect

    Robertson, S.H.; /McGill U.

    2006-08-28

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

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

    ERIC Educational Resources Information Center

    Turkan, Sultan; Buzick, Heather M.

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Hansen-Thomas, Holly; Sourdot, Ludovic A.

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Molle, Daniella

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Moreira, Sylvia; Hamilton, Maryellen

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    de Schonewise, Estella Almanza; Klingner, Janette K.

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Roberts, Sarah Ann

    2009-01-01

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

  8. Literacy Instruction for English Language Learners Pre-K-2

    ERIC Educational Resources Information Center

    Barone, Diane M.; Xu, Shelley Hong

    2007-01-01

    Summarizing current research and weaving it into practical instructional strategies that teachers can immediately use with young English language learners (ELLs), this book addresses a major priority for today's primary-grade classrooms. All aspects of effective instruction for ELLs are explored: oral language development and instruction,…

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

    ERIC Educational Resources Information Center

    Fernandez, Nicole

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Cisco, Brooke Kandel; Padron, Yolanda

    2012-01-01

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

  11. Options for English Language Learners

    ERIC Educational Resources Information Center

    Minaya-Rowe, Liliana

    2008-01-01

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

  12. Science in Any Language

    ERIC Educational Resources Information Center

    Hansen, Laurie E.

    2003-01-01

    This article describes how Guided Language Acquisition Design (GLAD) teaching strategies can help English language learners (ELL) with science. GLAD is a model for planning science, social studies, and literature-based units. It includes a collection of innovative strategies designed to help all levels of ELL students' access core curriculum while…

  13. ESOL Teachers as Advocates: An Important Role?

    ERIC Educational Resources Information Center

    Linville, Heather A.

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Bell, Athene Cooper

    2012-01-01

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

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

    SciTech Connect

    S. Cabrera

    2003-06-04

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

  16. State Implementation of Language Acquisition Policies and Reading Achievement among Hispanic Students

    ERIC Educational Resources Information Center

    Lopez, Francesca; McEneaney, Elizabeth

    2012-01-01

    National Assessment of Educational Progress data were analyzed to assess differences in reading achievement for Hispanic fourth graders across states with varying policies on language acquisition, controlling for student and school characteristics. Results indicated that (a) both Hispanic English language learner (ELL) and non-ELL students in…

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

    ERIC Educational Resources Information Center

    Russell, Felice Atesoglu

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Kim, Hye Yeong

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Pereira, Nielsen

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  1. The Achiever. Volume 3, Number 16

    ERIC Educational Resources Information Center

    Ashby, Nicole, Ed.

    2004-01-01

    Education Secretary Rod Paige presented awards to three education professionals credited for improving academic achievement among English language learners (ELLs) at the U.S. Department of Education's third annual conference on improving opportunities for ELL students, Oct. 7, 2004. The "Excellence in Teaching English Language Learners" award was…

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

    ERIC Educational Resources Information Center

    Smutny, Joan F.

    2012-01-01

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

  3. Impact of Accommodation Strategies on English Language Learners' Test Performance.

    ERIC Educational Resources Information Center

    Abedi, Jamal; Lord, Carol; Hofstetter, Carolyn; Baker, Eva

    2000-01-01

    Examined the performance of English language learners (ELLs) on mathematics word problems, the effect of accommodation strategies, and the impact of students' background characteristics on accommodation effectiveness. Results for 946 eighth graders show that ELL students were helped by modified English, extra time, and use of a glossary plus extra…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  5. Increasing Academic Oral Language Development: Using English Language Learner Shadowing in Classrooms

    ERIC Educational Resources Information Center

    Soto-Hinman, Ivannia

    2011-01-01

    According to Diane August (2002), a senior research scientist at the Center for Applied Linguistics, English Language Learners (ELLs) spend less than two percent of their school day in oral language development. Worse yet, when ELLs are speaking in school, it is often not about academic topics or rigorous content. This lack of academic oral…

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

    ERIC Educational Resources Information Center

    Kim, Won Gyoung; García, Shernaz B.

    2014-01-01

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

  7. Culturally and Linguistically Responsive Literacy Instruction for English Language Learners with Learning Disabilities

    ERIC Educational Resources Information Center

    Klingner, Janette; Soltero-Gonzalez, Lucinda

    2009-01-01

    In this article, we present a review of research studies that address special education literacy instruction for English language learners (ELLs) with learning disabilities (LD) and ELLs with low literacy achievement in elementary and middle school grades. We describe research on the following categories: a) culturally and linguistically…

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

    ERIC Educational Resources Information Center

    Fry, Richard

    2008-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  10. Restructuring Sharing Time for English Learners and Their Parents

    ERIC Educational Resources Information Center

    Protacio, Maria Selena; Edwards, Patricia A.

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Conger, Dylan

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Zannou, Yetunde Mobola

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Okhremtchouk, Irina; González, Taucia

    2014-01-01

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

  15. Curriculum-Based Measurement and the Evaluation of Reading Skills of Spanish-Speaking English Language Learners in Bilingual Education Classrooms

    ERIC Educational Resources Information Center

    de Ramirez, Romilia Dominguez; Shapiro, Edward S.

    2006-01-01

    Eighty-three students enrolled in general education classrooms and 62 Spanish-speaking English language learners (ELLs) enrolled in bilingual education classrooms were assessed in reading English three times a year using curriculum-based measurement. Fluency in Spanish passages was also assessed for Spanish-speaking ELLs in the bilingual education…

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

    ERIC Educational Resources Information Center

    Indiana Department of Education, 2015

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Smythe, Suzanne; Toohey, Kelleen

    2009-01-01

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

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

    ERIC Educational Resources Information Center

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

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    Murray, Vicki

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2005-01-01

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

  1. Invented Rule with English Language Learners

    ERIC Educational Resources Information Center

    Boyer, Valerie E.; Martin, Kathryn Y.

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Carlson, Deven; Knowles, Jared E.

    2016-01-01

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

  3. Using Inquiry to Break the Language Barrier

    ERIC Educational Resources Information Center

    Ricketts, Amy

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  5. Guide for Refining State Assessment Policies for Accommodating English Language Learners

    ERIC Educational Resources Information Center

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

    2008-01-01

    In meeting the inclusion provisions for English language learners (ELLs) in state assessment systems, it is important to assure the meaningful representation of what students know and can do. States have relied on accommodations as one of the principle means to increase the validity of ELL test scores. Yet current knowledge about effective…

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

    ERIC Educational Resources Information Center

    Valdiviezo, Laura A.

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Lombardi, Judy

    2008-01-01

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

  8. Integrating Science and English Proficiency for English Language Learners

    ERIC Educational Resources Information Center

    Lee, Okhee; Buxton, Cory A.

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Waxman, Hersh C.; Tellez, Kip

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

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

    ERIC Educational Resources Information Center

    Tellez, Kip; Waxman, Hersh C.

    2005-01-01

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

  11. English Language Learners' Educational Resilience and Classroom Learning Environment

    ERIC Educational Resources Information Center

    Rivera, Héctor; Waxman, Hersh C.; Powers, Robert

    2012-01-01

    Resilience is an area of research that has important implications for the educational improvement of English Language Learners (ELLs) because it focuses on ELLs who are successful in school despite the presence of adverse conditions such as living in economically- and socially-disadvantaged circumstances. This study compared the classroom and…

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

    ERIC Educational Resources Information Center

    Freberg, Miranda E.

    2014-01-01

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

  13. Using Professional Learning Communities to Provide Effective Instruction for English Language Learners

    ERIC Educational Resources Information Center

    DeLuca, Maureen K.

    2012-01-01

    As the population of English language learners (ELLs) increases in public schools, teachers need additional training on ways to meet their educational needs. Teachers need to participate in sustainable, effective professional development that addresses the needs of ELLs who make up 10% of the public school population. The purpose of this study was…

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

    ERIC Educational Resources Information Center

    Regional Educational Laboratory West, 2014

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Gilbertson, Donna; Bluck, John

    2006-01-01

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

  16. Classification System for English Language Learners: Issues and Recommendations

    ERIC Educational Resources Information Center

    Abedi, Jamal

    2008-01-01

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

  17. Innovations in Educational Equity for English Language Learners

    ERIC Educational Resources Information Center

    Tung, Rosann

    2013-01-01

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

  18. Supporting Adolescent English Language Learners' Reading in the Content Areas

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  19. Fairness in Assessment of English Learners

    ERIC Educational Resources Information Center

    Abedi, Jamal; Levine, Harold G.

    2013-01-01

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

  20. English Language Learners: Becoming Fluent in Afterschool. Afterschool Alert. Issue Brief No. 49

    ERIC Educational Resources Information Center

    Afterschool Alliance, 2011

    2011-01-01

    English Language Learners (ELLs), a diverse group of individuals from across the world who are learning English for the first time, make up the fastest growing segment of the student population in United States public schools. ELL students are tasked with the two-fold challenge of learning a new language and simultaneously keeping up with academic…

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

    ERIC Educational Resources Information Center

    Umstead, Lyubov

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Nichol, Kathy P.

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Szpara, Michelle Yvonne; Ahmad, Iftikhar

    2007-01-01

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

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

    ERIC Educational Resources Information Center

    Turkan, Sultan; Liu, Ou Lydia

    2012-01-01

    The performance of English language learners (ELLs) has been a concern given the rapidly changing demographics in US K-12 education. This study aimed to examine whether students' English language status has an impact on their inquiry science performance. Differential item functioning (DIF) analysis was conducted with regard to ELL status on an…

  6. Culturally Responsive Instruction for English Language Learners with Learning Disabilities

    ERIC Educational Resources Information Center

    Orosco, Michael John; O'Connor, Rollanda

    2014-01-01

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

  7. Preparing Mainstream Teachers for Multilingual Classrooms

    ERIC Educational Resources Information Center

    de Jong, Ester

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Wai, June Wan

    2012-01-01

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

  10. Video Self-Modeling for English Language Learners

    ERIC Educational Resources Information Center

    Boisvert, Précille; Rao, Kavita

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Solano-Flores, Guillermo

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Bassiri, Dina; Allen, Jeff

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Weber, Christina J. T.

    2013-01-01

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

  14. Schoolyard Inquiry for English Language Learners

    ERIC Educational Resources Information Center

    Westervelt, Miriam

    2007-01-01

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

  15. The Cultural Divide of Discourse: Understanding How English-Language Learners' Primary Discourse Influences Acquisition of Literacy

    ERIC Educational Resources Information Center

    Mays, Lydia

    2008-01-01

    As the minority population and achievement gap in the United States continue to grow, the rapidly increasing epidemic of leaving English-language learners (ELLs) behind is one of grave concern for educators. Due to disparities between academic Discourses and ELLs' primary Discourse, a free and equal education, as claimed by the U.S. government,…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  17. Strangers and Professionals: Positioning Discourse in ESL Teachers' Work

    ERIC Educational Resources Information Center

    Haneda, Mari; Nespor, Jan

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Jimenez-Castellanos, Oscar; Rodriguez, James L.

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Jimenez-Castellanos, Oscar; Topper, Amelia M.

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  1. Enhancing English Learners' Language Development Using Wordless Picture Books

    ERIC Educational Resources Information Center

    Louie, Belinda; Sierschynski, Jarek

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  3. Understanding Our Learners and Developing Reflective Practice: Conducting Action Research with English Language Learners

    ERIC Educational Resources Information Center

    Sowa, Patience A.

    2009-01-01

    This paper examines the ways in which action research projects can be used to socialize teachers to the teaching of English language learners (ELLs) as well as help these teachers develop reflective practice. Drawing on surveys, action research projects conduced with ELLs and reflection papers as data, the study explored the teachers' statements…

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

    ERIC Educational Resources Information Center

    Leacox, Lindsey; Jackson, Carla Wood

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  9. Research-Based Vocabulary Instruction for English Language Learners

    ERIC Educational Resources Information Center

    Chung, Stephanie F.

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Islam, Chhanda; Park, Mi-Hwa

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Prince, Johanna

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Turkan, Sultan; Oliveri, Maria Elena

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  16. Seeing the Science

    ERIC Educational Resources Information Center

    Vaughn, Meredith Houle; Gatling, Anne

    2013-01-01

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

  17. Friction in Different Languages

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Shea, Lauren M.

    2012-01-01

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

  19. Different Skills: Identifying Differentially Effective Teachers of English Language Learners. Working Paper 68

    ERIC Educational Resources Information Center

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

    2012-01-01

    This study seeks to identify the characteristics and training experiences of teachers who are differentially effective at promoting academic achievement among English language learners (ELLs). Our analyses indicate that general skills such as those reflected by scores on teacher certification exams and experience teaching non-ELL students are less…

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

    ERIC Educational Resources Information Center

    Brantley, Sherri G.

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Brooks, Katie; Adams, Susan R.

    2015-01-01

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

  2. Determining Classroom Placement for First Year English Language Learner Students

    ERIC Educational Resources Information Center

    Peña, Rodrigo H.; Maxwell, Gerri M.

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  7. Computer Testing as a Form of Accommodation for English Language Learners

    ERIC Educational Resources Information Center

    Abedi, Jamal

    2009-01-01

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

  8. Teaching Science to English Language Learners: Instructional Approaches of High School Teachers

    ERIC Educational Resources Information Center

    Frank, Betty-Vinca N.

    2011-01-01

    Students who are English Language Learners (ELLs) form the fastest growing segment of the American school population. Prompted by the call for scientific literacy for all citizens, science educators too have investigated the intersection of language and science instruction of ELLs. However these studies have typically been conducted with…

  9. Instructing English Language Learners: Assessing the State of Our Knowledge

    ERIC Educational Resources Information Center

    Goldenberg, Claude; Quach, Sara Rutherford

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Townsend, Dianna

    2009-01-01

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

  11. Teacher's Perceptions of Sheltered Instruction Observation Protocol for Teaching Young English Language Learners: A Qualitative Case Study

    ERIC Educational Resources Information Center

    Rodriguez Moux, Shirley

    2010-01-01

    This qualitative case study explored the use of sheltered instruction observation protocol (SIOP) instructional practices to promote the language development and learning of elementary English language learners (ELLs) in an immersion setting in 1st and 2nd grades. The SIOP model was developed for middle school ELLs, and there is scant information…

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

    ERIC Educational Resources Information Center

    Duncan, Tamara Sorenson; Paradis, Johanne

    2016-01-01

    Purpose: This study examined individual differences in English language learners' (ELLs) nonword repetition (NWR) accuracy, focusing on the effects of age, English vocabulary size, length of exposure to English, and first-language (L1) phonology. Method: Participants were 75 typically developing ELLs (mean age 5;8 [years;months]) whose exposure to…

  13. Using State Assessments for Teaching English Language Learners

    ERIC Educational Resources Information Center

    Luster, John

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Lee, Okhee; Buxton, Cory A.

    2013-01-01

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

  15. The Relationship between English Language Learner Status and Music Ensemble Participation

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  16. Training in the Writing Center: Senior Administrator and Tutor Perspectives on English Language Learner Best Practices

    ERIC Educational Resources Information Center

    Comeau-Kirschner, Cheryl

    2014-01-01

    This qualitative study explored the nature of tutor training in community college writing centers that served a significant English Language Learner (ELL) population. Using a case-study approach, the researcher sought to understand senior administrators' decision-making process about ELL-specific training in two community college writing centers…

  17. Integer Equal Flows

    SciTech Connect

    Meyers, C A; Schulz, A S

    2009-01-07

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

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

    ERIC Educational Resources Information Center

    Beard, Marisa

    2014-01-01

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

  19. The Education of English Language Learners: Research to Practice

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Macaruso, Paul; Rodman, Alyson

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Im, Sungmin; Martin, Sonya N.

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Orosco, Michael J.

    2014-01-01

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

  3. Examining the Dependability of Academic Achievement Measures for English Language Learners

    ERIC Educational Resources Information Center

    Solano-Flores, Guillermo; Li, Min

    2008-01-01

    The dependability of academic achievement measures for English language learners (ELLs) is influenced by three facts: (a) Each ELL has unique strengths and weaknesses in each language mode (listening, speaking, reading, and writing) both in English and in his or her first language, (b) each test item poses a different set of linguistic demands…

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

    ERIC Educational Resources Information Center

    Kachchaf, Rachel; Solano-Flores, Guillermo

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Hamann, Ted

    2012-01-01

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

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

    SciTech Connect

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

    2012-10-09

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

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

    SciTech Connect

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

    2011-06-30

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Lee, Okhee

    2005-01-01

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

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

    ERIC Educational Resources Information Center

    Knudsen, Ana

    2009-01-01

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

  12. Language and the Performance of English-Language Learners in Math Word Problems

    ERIC Educational Resources Information Center

    Martiniello, Maria

    2008-01-01

    In this article, Maria Martiniello reports the findings of a study of the linguistic complexity of math word problems that were found to exhibit differential item functioning for English-language learners (ELLs) and non-ELLs taking the Massachusetts Comprehensive Assessment System (MCAS) fourth-grade math test. It builds on prior research showing…

  13. Transitioning English Language Learners in Massachusetts: An Exploratory Data Review

    ERIC Educational Resources Information Center

    Massachusetts Department of Elementary and Secondary Education, 2012

    2012-01-01

    The Massachusetts Department of Elementary and Secondary Education commissioned this paper to explore several questions about students who are English language learners (ELL) in Massachusetts: (1) For how many years is a typical ELL student in Massachusetts classified as limited English proficient (LEP)?; (2) How much variation is there in a the…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  15. Cognitive Correlates of Vocabulary Growth in English Language Learners

    ERIC Educational Resources Information Center

    Farnia, Fataneh; Geva, Esther

    2011-01-01

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

  16. Que Pasa?: Are English Language Learning Students Remaining in English Learning Classes Too Long? Policy Brief

    ERIC Educational Resources Information Center

    Flores, Edward; Painter, Gary; Harlow-Nash, Zachary; Pachon, Harry

    2009-01-01

    English language learners (ELLs) have typically performed worse academically when compared to their English-fluent peers. Studies point to a number of possible causes for ELLs' poor performance, and offer differing recommendations for how best to educate them. This study by the Tomas Rivera Policy Institute (TRPI) demonstrates the significant…

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

    ERIC Educational Resources Information Center

    Thakkar, Darshan

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Niehaus, Kate; Adelson, Jill L.

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Diaz, Abel; Cochran, Kathryn; Karlin, Nancy

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Lenski, Susan; Verbruggen, Frances

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Xu, Shelley Hong

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Kim, Soo Hyon

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Llamas-Flores, Silvia

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Diallo, Abdoulaye

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Kim, Sung Un

    2015-01-01

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

  8. Providing Validity Evidence to Improve the Assessment of English Language Learners. CRESST Report 738

    ERIC Educational Resources Information Center

    Wolf, Mikyung Kim; Herman, Joan L.; Kim, Jinok; Abedi, Jamal; Leon, Seth; Griffin, Noelle; Bachman, Patina L.; Chang, Sandy M.; Farnsworth, Tim; Jung, Hyekyung; Nollner, Julie; Shin, Hye Won

    2008-01-01

    This research project addresses the validity of assessments used to measure the performance of English language learners (ELLs), such as those mandated by the No Child Left Behind Act of 2001 (NCLB, 2002). The goals of the research are to help educators understand and improve ELL performance by investigating the validity of their current…

  9. Phonological Skills in English Language Learners

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  10. Generous Reading: Seeing Students through Their Writing

    ERIC Educational Resources Information Center

    Spence, Lucy K.

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Rader-Brown, Lucy M.

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Miranda, Martina

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Abedi, Jamal; Herman, Joan

    2010-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Moschkovich, Judit

    2013-01-01

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

  16. Immersing the Library in English Language Learning

    ERIC Educational Resources Information Center

    Riley, Bobby

    2008-01-01

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

  17. The Effects of Test Translation on Young English Learners' Mathematics Performance

    ERIC Educational Resources Information Center

    Robinson, Joseph P.

    2010-01-01

    Using a nationally representative sample of kindergarteners and first graders, this study asks if native-language test translations help English language learners (ELLs) demonstrate their mathematics skills. ELLs frequently encounter testing hurdles because they are not proficient in English, the predominant language of assessments. Low scores on…

  18. Improving Content Assessment for English Language Learners: Studies of the Linguistic Modification of Test Items. Research Report. ETS RR-14-23

    ERIC Educational Resources Information Center

    Young, John W.; King, Teresa C.; Hauck, Maurice Cogan; Ginsburgh, Mitchell; Kotloff, Lauren; Cabrera, Julio; Cavalie, Carlos

    2014-01-01

    This article describes two research studies conducted on the linguistic modification of test items from K-12 content assessments. In the first study, 120 linguistically modified test items in mathematics and science taken by fourth and sixth graders were found to have a wide range of outcomes for English language learners (ELLs) and non-ELLs, with…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    US House of Representatives, 2007

    2007-01-01

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