scholarly journals Are Accommodations for English Learners on State Accountability Assessments Evidence-Based? A Multi-Study Systematic Review and Meta-Analysis

2020 ◽  
Author(s):  
Joseph Rios ◽  
Samuel Ihlenfeldt ◽  
Carlos Chávez
Keyword(s):  
English Learners ◽  
Test Performance ◽  
Dual Language ◽  
English Language ◽  
Meta Analysis ◽  
Test Accommodations ◽  
State Accountability ◽  
Proficiency Level ◽  
Time Scheduling ◽  
And Mathematics

The objectives of this two-part study were to: (a) investigate English learner (EL) accommodation practices on state accountability assessments of reading/English language arts and mathematics in grades 3-8, and (b) conduct a meta-analysis of EL accommodation effectiveness on improving test performance. Across all distinct testing programs, we found that at least one EL test accommodation was provided for both test content areas. The most popular accommodations provided were supplying students with word-to-word dual language dictionaries, reading aloud test directions and items in English, and allowing flexible time/scheduling. However, we found minimal evidence that testing programs provide practitioners with recommendations on how to assign relevant accommodations to EL test takers’ English proficiency level. To evaluate whether accommodations used in practice are supported with evidence of their effectiveness, a meta-analysis was conducted. On average, across 26 studies and 95 effect sizes (N = 11,069), accommodations improved test performance by 0.16 standard deviations. Both test content and sampling design were found to moderate accommodation effectiveness; however, none of the accommodations investigated were found to have intervention effects that were statistically different from zero. Overall, these results suggest that currently employed EL test accommodations lack evidence of their effectiveness.

Sustaining the Implementation of Dual-Language Programme (DLP) in Malaysian Secondary Schools

2019 ◽  
Vol 7 (1) ◽  
pp. 91-97
Author(s):  
Ashairi Suliman ◽  
Mohamed Yusoff Mohd Nor ◽  
Melor Md Yunus
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Dual Language ◽  
English Language ◽  
Jel Classification ◽  
Student Perspective ◽  
Mathematics Students ◽  
Programme Implementation ◽  
Policy Makers ◽  
And Mathematics

Objective - The implementation of Dual-Language Programmes (DLP) in the teaching and learning of Science and Mathematics is an initiative under the ‘Upholding the Malay Language and Strengthening the English Language’ (MBMMBI) policy. Though it has some similarities with the previous policy known as ‘English for the Teaching of Science and Mathematics’ (PPSMI), its execution is idiosyncratic in its own way. Since its inception in 2016, the programme has entered its third cycle involving students in primary and secondary schools in Malaysia. The curiosity to scrutinise the programme implementation has led to this study. The study aims to investigate the execution of this programme and to assess its sustainability. Methodology/Technique – Gleaning through the students’ language capabilities, attitudes, teachers’ support and acceptance of the programme, the study uses a questionnaire with open-ended questions and focus group discussions to unravel the aforementioned issues. 1,530 students from secondary schools across Malaysia were selected as the respondents of this study. Findings - The results reveal findings that may represent a measure on the direction of this programme. Looking from the student perspective, the challenges confronted in addition to those put forward may further serve as an indicator for the sustainability of the program. Novelty – This study infers how the programme can be further enhanced in terms of its implementation in its fourth year since inception. The findings of this study may assist policy makers in shaping the direction of the programme. Type of Paper: Empirical. Keywords: Dual-Language Programme (DLP); Sustainability; Science and Mathematics; Students; Policy and Programme Implementation. JEL Classification: A20, A23 A29.

Introspections on In-Service Teachers' Intercultural Responsiveness Skills for English Language Learners

2017 ◽  
pp. 181-201 ◽  
Author(s):  
Alina Slapac ◽  
Kim H. Song ◽  
Cynthia C. Chasteen
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learners ◽  
English Learners ◽  
Dual Language ◽  
English Language ◽  
Linguistic Competence ◽  
Focus Group Interviews ◽  
Field Notes ◽  
Group Interviews

This chapter discusses the successes, concerns and challenges faced by in-service teachers in the instruction of English Learners (ELs). The constructs of intercultural responsiveness (IR), cultural competence (CC), linguistic competence (LC) and professional development (PD) are used as conceptual frameworks. The researchers are drawing on data gathered at a statewide conference focused on dual language (DL) education from five focus group interviews and informal conversations with twenty-seven in-service teachers and administrators at all levels of education, and the researchers' field notes .Vignettes of the participants' voices highlight their perspectives and experiences working with ELs. The authors hope that these stories of celebrations and struggles will engage other teachers and administrators to take a deeper look into their personal practices and pedagogies of working with ELs.

Leveled and Exclusionary Tracking

2016 ◽  
Vol 53 (6) ◽  
pp. 1792-1833 ◽  
Author(s):  
Ilana M. Umansky
Keyword(s):  
Language Arts ◽  
English Learners ◽  
English Language ◽  
Institutional Constraints ◽  
Urban School District ◽  
Proficiency Level ◽  
Regression Discontinuity Designs ◽  
Educational Tracking ◽  
Upper Level ◽  
Academic Content

This study examines the characteristics and determinants of English learners’ (ELs’) access to academic content in middle school (Grades 6–8). Following 10 years of data from a large urban school district in California, I identify two predominant characteristics of EL access to content: leveled tracking in which ELs are overrepresented in lower level classes and underrepresented in upper level classes and exclusionary tracking in which ELs are excluded from core academic content area classes, particularly English language arts. Using regression analysis and two regression discontinuity designs, I find evidence that ELs’ access to content is limited by a constellation of factors, including prior academic achievement, institutional constraints, English proficiency level, and direct effects of EL classification. This study contributes to understanding of the experiences and opportunities of students learning English as well as theory regarding educational tracking.

scholarly journals Teachers’ Perception on the Implementation of Dual Language Programme (DLP) in Urban Schools

2018 ◽  
Vol 15 (1) ◽  
pp. 24
Author(s):  
Nadiah Binti Has Bullah ◽  
Melor Md Yunus
Keyword(s):  
Urban Schools ◽  
Mathematics Teachers ◽  
Dual Language ◽  
English Language ◽  
Descriptive Analysis ◽  
Point Of View ◽  
Teaching Resources ◽  
Interview Session ◽  
And Mathematics ◽  
Science And Mathematics Teachers

Today, English Language has become the language of communication in every area which includes economics, politics, technologies as well as education. It also has been placed as a second language in Malaysia due to its importance. Dual language programme (DLP) has been introduced and implemented in selected school since 2016 as an initiative programme to give the pupils the opportunity to use English Language in learning Science and Mathematics. It aimed to produce proficient pupils in the international lingua franca language. Thus, this study was conducted to examine the teachers’ perceptions towards the implementation of DLP and to identify the factors that affect the implementation of DLP in urban schools. English, Science and Mathematics teachers from urban schools that implemented DLP were selected as respondents for this study. In order to achieve the objectives of this study, a set of questionnaire was developed and interview session were conducted to gather their point of view. Data was analysed using descriptive analysis. The results from the questionnaires and interview were presented in tables and figures and showed that the teachers have positive perceptions towards the implementation of DLP. However, there were some challenges faced by the teachers such as lack of teaching resources and facilities. This study’s result aspires the ministry and DLP teachers to discover the possible solution to improve the implementing the programme.

scholarly journals ILLUMINATING STUDENTS’ UNDERSTANDING AND ACCEPTANCE TOWARDS THE DUAL LANGUAGE PROGRAMME (DLP)

2020 ◽  
Vol 39 (3) ◽  
pp. 522-531
Author(s):  
Ashairi Suliman ◽  
Mohamed Yusoff Mohd Nor ◽  
Melor Md Yunus
Keyword(s):  
Interest Groups ◽  
Teaching And Learning ◽  
Dual Language ◽  
English Language ◽  
Instructional Medium ◽  
Ministry Of Education ◽  
Significant Difference ◽  
And Mathematics ◽  
High Level ◽  
Type Of School

The Dual Language Programme (DLP) is an initiative introduced by the Ministry of Education to advocate the teaching and learning of science and mathematics in the English language. Resembling the previous educational policy named PPSMI, this programme commenced in 2016, offering the flexibility for English to be used as the instructional medium for the two subjects. After four years of its inception, it is crucial to discover the programme's acceptance among those involved directly with the programme. Thus, this study expounds students’ understanding and acceptance of the programme by investigating the influence of age, gender, locality and the type of school on their understanding and acceptance of DLP.   This study involved 2162 students, and it was found that their understanding and acceptance level of the programme are at a moderately high level. The findings also revealed a significant difference between the acceptance of the programme. As an alternative to solidify the English mastery, the implementation of DLP needs to be improved for it to be well-accepted by interest groups.

Meta-analysis of EEG test performance shows wide variation among studies

Neurology ◽  
2003 ◽  
Vol 60 (4) ◽  
pp. 564-570 ◽  
Author(s):  
Donald L. Gilbert ◽  
Gopalan Sethuraman ◽  
Uma Kotagal ◽  
C. Ralph Buncher
Keyword(s):  
Diagnostic Accuracy ◽  
Test Performance ◽  
English Language ◽  
Meta Analysis ◽  
Positive Sample ◽  
Medline Search ◽  
Test Characteristics ◽  
Language Studies ◽  
Interictal Eeg ◽  
Diagnostic Test Performance

Background: EEG results are used for counseling patients with seizures about prognosis and deciding on medications. Published sensitivities of interictal EEG vary widely.Objective: To account for variation in test characteristics between studies.Methods: Meta-analysis. Medline search, 1970 to 2000, of English language studies. Standard methods for meta-analysis of diagnostic test performance were used to determine the ability of EEG results to distinguish between patients who will and will not have seizures. Using linear regression, the authors assessed the influence of readers’ thresholds for classifying the EEG as positive, sample probability of seizure, percent of subjects with prior neurologic impairment, percent treated, and years followed.Results: Twenty-five studies involving 4,912 EEG met inclusion criteria. Specificity (range 0.13 to 0.99) and sensitivity (range 0.20 to 0.91) of epileptiform EEG interpretations varied widely and were heterogeneous by χ2 analysis (p < 0.001 for each). Diagnostic accuracy of EEG and the thresholds for classifying EEG as positive varied widely. In the multivariate model, differences in readers’ thresholds accounted for 37% of the variance in EEG diagnostic accuracy, and no other reported factors were significant.Conclusion: This analysis suggests that there is wide interreader variation in sensitivity and specificity of EEG interpretations, and that this variation influences the ability of EEG to discriminate between those who will and will not have seizure recurrences. In clinical practice, interpreting the degree to which a positive EEG result predicts increased seizure risk in an individual patient is difficult. Interpreting EEG with higher specificity yields more accurate predictions.

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