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Table 2 Classroom observation

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

  1. All P-values demonstrate a statistically significant increase in the mean at the second observation
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