From: Improving in-service teachers’ effectiveness: K-12 academic literacy for the linguistically diverse
Baseline | Second assessment | Paired t-test results | ||||
---|---|---|---|---|---|---|
Mean | Std Dev | Mean | Std Dev | t-test | P-value | |
Students’ prior knowledge related to the new content activated and/or assessed | 2.87 | 1.42 | 3.83 | 1.114 | 3.075 | .006 |
Students’ prior knowledge related to the new language features activated and/or assessed | 2.09 | 1.54 | 2.91 | 1.443 | 2.413 | .025 |
Background knowledge built to facilitate new learning when needed | 2.65 | 1.61 | 3.91 | 1.164 | 3.051 | .006 |
Key vocabulary, focus sentence structures, and salient discourse features highlighted, taught, and required to be used by students | 2.96 | 1.49 | 3.74 | 1.010 | 2.657 | .014 |
Prior knowledge & background | 2.64 | 1.24 | 3.60 | .913 | 3.626 | <.001 |
Speech and written material appropriate for students’ proficiency level | 2.70 | 1.26 | 3.87 | 1.10 | 2.929 | .008 |
A variety of techniques used to make content and requirements clear | 3.09 | 1.04 | 4.13 | 1.18 | 3.006 | .006 |
Student activities require student use of required language features in demonstration of content understanding | 2.61 | 1.27 | 2.87 | 1.69 | 2.170 | .041 |
Language output required to be in the form of both speaking and writing related to the content focus | 2.22 | 1.51 | 3.30 | 1.46 | 2.737 | .012 |
Comprehensible input & pushed output | 2.65 | 1.01 | 3.68 | .751 | 4.041 | <.001 |
Tasks conducted to promote higher-order thinking skills with reduced linguistic demands for ELLs | 1.91 | 1.31 | 3.43 | 1.16 | 6.076 | <.0001 |
Graphic organizers, demonstrations, prompting techniques, etc. used to connect language functions to various thinking skills | 1.91 | 1.28 | 3.00 | 1.57 | 3.014 | .006 |
Appropriate graphic organizers used for organizing and communicating knowledge by both the teacher and the students, and to encourage students producing longer discourse related to the content focus | 1.96 | 1.40 | 2.78 | 1.38 | 2.141 | .004 |
Activities provided for students to demonstrate defined academic content learning and to use the required language features to achieve the lesson objectives in the classroom | 1.91 | 1.13 | 3.35 | 1.43 | 3.813 | <.001 |
Activities integrate the use of all language skills for communicating about the content focus | 2.17 | 1.30 | 3.70 | 1.52 | 4.288 | <.0001 |
Activities provide opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses related to the lesson content objectives | 2.13 | 1.29 | 3.48 | 1.28 | 3.496 | .002 |
Grouping configuration support language and content objectives of the lesson | 1.96 | 1.30 | 3.43 | 1.53 | 3.398 | .003 |
Strategies & activities | 1.99 | 1.14 | 3.31 | 1.09 | 4.710 | <.0001 |
Student activities conducted as formative assessments for content learning relation to the lesson content objectives | 2.39 | 1.53 | 3.96 | 1.11 | 4.281 | <.0001 |
Student activities conducted as formative assessment for language development related to the lesson language objectives | 1.96 | 1.43 | 2.87 | 1.58 | 2.192 | .039 |
Regular feedback provided to students on their output | 2.61 | 1.53 | 3.96 | 1.15 | 4.080 | <.0001 |
On-going assessment of student comprehension and learning of all lesson objectives | 2.87 | 1.69 | 4.04 | 1.15 | 3.127 | .005 |
Review/Assessment | 2.46 | 1.35 | 3.70 | .990 | 4.257 | <.0001 |
Overall measurement tool results | 2.37 | 1.07 | 3.53 | .871 | 4.717 | <.0001 |