Effective Teaching Strategies for Teaching Mathematics to Young Gifted English Learners

Autor/inn/en	Yang, Jenny; Özbek, Gülnur; Liang, Shaoru; Cho, Seokhee
Titel	Effective Teaching Strategies for Teaching Mathematics to Young Gifted English Learners
Quelle	In: Gifted Education International, 39 (2023) 2, S.226-246 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Jenny) ORCID (Özbek, Gülnur)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4294
DOI	10.1177/02614294231165121
Schlagwörter	English Language Learners; Gifted Education; Academically Gifted; Access to Education; Intervention; Grade 2; Mathematics Instruction; Elementary School Students; Elementary School Teachers; Teacher Effectiveness; Teacher Expectations of Students; Critical Thinking; Creative Thinking; Discussion (Teaching Technique); Second Language Learning; Urban Schools; Program Effectiveness; Problem Solving; Individual Differences + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; School year 02; 2. Schuljahr; Schuljahr 02; Mathematics lessons; Mathematikunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Kritisches Denken; Kreatives Denken; Zweitsprachenerwerb; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Problemlösen; Individueller Unterschied
Abstract	Project BRIDGE was launched as a response to the underrepresentation of English learners in gifted education. Through Project BRIDGE, high-ability English learners were able to access the same rigorous academic content as their native English-speaking peers. The present study compared intervention and comparison teachers' instructional behaviors in curriculum planning and delivery, accommodation in individual differences, problem solving, critical thinking strategies, creative thinking strategies, language strategies. The data on student-teacher interactions in second-grade math classes were collected through structured observation and analyzed quantitatively and qualitatively. The results showed that the intervention teacher was more effective than the comparison teacher in: 1) establishing high expectations for student performance; 2) implementing activities that promote critical and creative thinking; 3) engaging students in active classroom talk; and 4) providing supports for language development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01