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