Classroom Instruction and the Mathematics Achievement of Non-English Learners and English Learners

Autor/inn/en	Valle, Melisa S.; Waxman, Hersh C.; Diaz, Zulmaris; Padron, Yolanda N.
Titel	Classroom Instruction and the Mathematics Achievement of Non-English Learners and English Learners
Quelle	In: Journal of Educational Research, 106 (2013) 3, S.173-182 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2012.687789
Schlagwörter	Grade 5; Elementary School Mathematics; Mathematics Instruction; Teaching Methods; White Students; Hispanic American Students; English Language Learners; Comparative Analysis; Mathematics Achievement; Mathematics Skills; Questionnaires; Large Group Instruction; Small Group Instruction; Instructional Materials; Reflection; Manipulative Materials; Discussion (Teaching Technique); Educational Technology; Worksheets; Textbooks; Teacher Role; Student Role; Racial Differences; Multiple Regression Analysis; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Fragebogen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Hilfsmittel; Textbook; Text book; Schulbuch; Lehrbuch; Lehrerrolle; Rassenunterschied
Abstract	The authors, in a nonexperimental randomized study, used national data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) to examine present instructional practices for Grade 5 mathematics classrooms and its impact on achievement for White non-Hispanic non-English language learners (ELLs), Hispanic non-ELLs, and Hispanic English language learners. The following research questions were addressed: (a) Were there significant differences in mathematics instructional practices among White non-Hispanic non-ELLs, Hispanic non-ELLs, and Hispanic-ELLs? (b) What were the effects of the mathematical instructional practices on fifth-grade mathematics achievement for these groups? Findings reveal that students' mathematics achievement in previous grades directly impacted students' achievement in future grades. Findings also demonstrated limited variance in the instructional practices used by teachers. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10