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    5th-grade Science Intervention Focuses On English Language Learners

    By Joellen Killion
    Categories: Equity, Research
    October 2016
    Vol. 37 No. 5
    What the Study Says At the end of the first of three years, a curriculum and professional development intervention for 5th-grade students with a focus on English language learners had a positive, significant effect on student achievement in science for all student groups on the researcher-designed assessment and positive, significant effects on the state science assessment for non-ELLs and former ELLs. With continued positive results over the remaining two years of the intervention, student performance in science has the potential to improve 38% over the annual expected gain. Study description Researchers developed a three-year intervention called Promoting Science Among English Language Learners (P-SELL) to address science achievement, particularly for 5th-grade English language learners. Sixty-six schools in three diverse districts in a single state in the

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    Authors

    Joellen Killion

    Joellen Killion (joellen.killion@ learningforward.org) is senior advisor to Learning Forward. In each issue of JSD, Killion explores a recent research study to help practitioners understand the impact of particular professional learning practices on student outcomes.

    In a randomized control study, researchers examined the impact of an inquiry-based science curriculum for 5th-grade English language learners (ELLs), recently reclassified ELL students, and non-ELL students coupled with teacher professional learning in science content, content-specific pedagogy, and language acquisition on two distinct measures of science achievement. The intervention had a positive and significant effect for all students at the end of the first year of the three-year intervention.

    The study

    Llosa, L., Lee, O., Jiang, F., Haas, A., O’Connor, C., Van Booven, C., & Kieffer, M. (2016). Impact of a large-scale science intervention focused on English language learners. American Educational Research Journal, 53(2), 395-424.

    What This Means for Practitioners

    This study confirms that well-designed curriculum, especially focused on addressing the specific language learning needs of ELL students, coupled with effective professional development that supports implementation of the curriculum improves student academic success for all students.

    For practitioners of professional learning, the incorporation of research-based principles of professional development illuminates the significance of applying Learning Forward’s Standards for Professional Learning (Learning Forward, 2011) in the design and implementation of learning experiences for teachers.

    • Specifically, researchers identify:
    • Content and language development and content-specific, reform-oriented pedagogy as primary focus for teacher professional learning (Outcomes);
    • Active engagement of teachers within the workshops (Learning Designs);
    • Collective participation of the entire 5th-grade teaching team at each school to build coherence within instruction and content (Learning Communities and Outcomes);
    • Duration over a school year (Implementation);
    • Extended time for planning, exchanging ideas, and sharing resources and stipends for teacher participation (Resources);
    • Teacher reflection related to implementation within and across schools (Learning Designs); and
    • The engagement of district science curriculum leaders in designing and implementing the professional learning (Leadership).

    What is unclear regarding the professional development is how data about teachers, students, and schools were used in the design and implementation of the professional learning (Data), how leaders at the school level were engaged in and supportive of the intervention (Leadership), and how teacher implementation was supported (Implementation).

    Focusing teacher professional learning on developing content knowledge, language acquisition, and application of content-specific, reform-oriented pedagogical practices aligned with district curriculum and state standards increases student academic achievement on both the high-stakes state and researcher-developed assessments in diverse schools and school systems. Professional learning specifically designed and implemented for defined purposes, as demonstrated in this study, has positive effects on student learning.

    Reference

    Learning Forward. (2011). Standards for Professional Learning. Oxford, OH: Author.


    Joellen killion
    + posts

    Joellen Killion is a senior advisor to Learning Forward and a sought-after speaker and facilitator who is an expert in linking professional learning and student learning. She has extensive experience in planning, design, implementation, and evaluation of high-quality, standards-based professional learning at the school, system, and state/provincial levels. She is the author of many books including Assessing Impact, Coaching Matters, Taking the Lead, and The Feedback Process. Her latest evaluation articles for The Learning Professional are “7 reasons to evaluate professional learning” and “Is your professional learning working? 8 steps to find out.”

     


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