Researchers compared pre/post classroom assessment scores of n = 8,326 K-12 students taught by n = 288 teacher candidates to determine if a differentiated teacher education program prepared them to support English learners’ (ELs) achievement in classrooms including native and nonnative speakers of English. Candidates in Group 1 comprised academic subject (secondary mathematics, science, and social studies) teacher candidates, who completed six teacher preparation courses with 15 key assignments that included a focus on ELs. Certification areas for Group 2 candidates include language arts instruction (elementary, early childhood, and secondary English language arts). Group 2 candidates completed from 12 to 15 courses with 41 to 50 key assignments that included a focus on ELs. Results indicate that teacher candidates in both groups helped narrow the gap between ELs and non-ELs from pretests to posttests. ELs performed no differently when taught by candidates from either group. Implications for teacher preparation are discussed.
Lavery, Matthew Ryan, Joyce Nutta, and Alison Youngblood. Analyzing Student Learning Gains to Evaluate Differentiated Teacher Preparation for Fostering English Learners’ Achievement in Linguistically Diverse Classrooms. Journal of Teacher Education (January 2018). Copyright © 2018 American Association of Colleges for Teacher Education. doi:10.1177/0022487117751400.
Lavery, Matthew Ryan; Nutta, Joyce; and Youngblood, Alison, "Analyzing Student Learning Gains to Evaluate Differentiated Teacher Preparation for Fostering English Learners’ Achievement in Linguistically Diverse Classrooms" (2018). School of Educational Foundations, Leadership and Policy Faculty Publications. 15.
Journal of Teacher Education