Teacher Instructional Practices and Language Minority Students: A Longitudinal Model

Autor/in	Chang, Mido
Titel	Teacher Instructional Practices and Language Minority Students: A Longitudinal Model
Quelle	In: Journal of Educational Research, 102 (2008) 2, S.83-97 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
Schlagwörter	Language Minorities; Social Class; Class Activities; Individual Activities; Group Activities; Mathematics Achievement; Second Language Learning; Minority Groups; Teaching Methods; English (Second Language); Grouping (Instructional Purposes); Individualized Instruction; Small Group Instruction; Hispanic American Students; Asian American Students; Longitudinal Studies; Data Analysis + Suchen Sie Ihr Suchwort? Sprachminderheit; Social classes; Soziale Klasse; Individual work; Einzelarbeit; Gruppenaktivität; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Zweitsprachenerwerb; Ethnische Minderheit; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Grouping; Gruppenbildung; Individualisierender Unterricht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Auswertung
Abstract	The author examined the long-term effects of teacher instructional grouping practices on the early mathematical achievement of language minority students from various ethnic groups. The study used 3 longitudinal models. In the 1st model, English language learners (ELLs) displayed lower math performance than did English-only students in the Hispanic and Asian groups. The 2nd model confirmed the significance of social class across all groups. The 3rd model focused on 4 grouping practices: (a) teacher-directed whole-class activity, (b) teacher-directed small-group activity, (c) teacher-directed individual activity, and (d) student-selected activity. Significant findings include that (a) Hispanic ELL students displayed low math performance in teacher-directed whole-class activities, (b) Asian ELL students showed low math performance in teacher-directed small-group activities, and (c) Hispanic dual-language students benefited from teacher-directed individual activities. (Contains 4 figures and 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10