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Direct linkSiegel, Marcelle A.; Menon, Deepika; Sinha, Somnath; Promyod, Nattida; Wissehr, Cathy; Halverson, Kristy L. – Journal of Science Teacher Education, 2014
This study investigated the effects of the use of scaffolds in written classroom assessments through the voices of both native English speakers and English language learners from two middle schools. Students responded to assessment tasks in writing, by speaking aloud using think aloud protocols, and by reflecting in a post-assessment interview.…
Descriptors: English Language Learners, Scaffolding (Teaching Technique), English, Native Speakers
Deaton, Cynthia C. Minchew; Deaton, Benjamin; Koballa, Thomas – Action in Teacher Education, 2014
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…
Descriptors: Elementary School Teachers, Reflection, Science Instruction, Educational Practices
Wolf, Mikyung Kim; Kim, Jinok; Kao, Jenny – Applied Measurement in Education, 2012
Glossary and reading aloud test items are commonly allowed in many states' accommodation policies for English language learner (ELL) students for large-scale mathematics assessments. However, little research is available regarding the effects of these accommodations on ELL students' performance. Further, no research exists that examines how…
Descriptors: Testing Accommodations, Glossaries, Reading Aloud to Others, Validity
