CAREER: Mathematics Instruction for English Language Learners (MI-ELL)

本研究旨在探讨影响拉丁裔英语学习者（ELL）八年级数学学习成绩的课堂因素和教师特征。研究人员正在与德克萨斯州的两个学区合作，调查教学实践。该项目包括专业发展，其中包括从他们的调查中发现的成功战略。除了寻找影响数学学习的关键特征外，研究人员还测量了教师的数学教学知识，教学质量以及对英语学习者的了解。五年的研究设计是一个两级集群设计，其中学生嵌套在教师。目的是预测英语学习者在标准化考试中的数学成绩，从教师使用的资源。教师知识的测量包括学习数学教学工具，TEXES双语教育补充4-8代表性考试，和数学教学质量工具。变量及其相互作用进行分析，以了解他们与学生成绩的关系。评估计划包括与开展研究和提供相关专业发展有关的形成性和总结性组成部分。教育计划包括实施一个数学双语学院，为实践教师提供专业发展，重点是成功的课堂实践。该项目有可能帮助美国各地的教育工作者了解促进拉丁美洲ELL学生数学学习的最佳实践。它可以帮助我们了解有助于学生学习的教师特征以及帮助教师发展这些特征的方法。

This study is investigating the classroom factors and teacher characteristics that contribute to Latino English Language Learners' (ELL) gains in mathematics learning in the eighth grade. Researchers are collaborating with two school districts in Texas to investigate teaching practices. The project includes professional development that incorporates successful strategies found from their investigations. In addition to looking for key characteristics that influence mathematics learning, the researchers are measuring teachers' knowledge of mathematics for teaching, quality of instruction, and knowledge about English learners. The research design of the five-year study is a two-level cluster design in which students are nested within teachers. The goal is to predict English Language Learners' gains in mathematics achievement on standardized tests from the resources used by teachers. Measures of teacher knowledge include the Learning Mathematics for Teaching instrument, TExES Bilingual Education Supplemental 4-8 Representative Exam, and the Quality of Mathematics Instruction instrument. Variables and their interactions are analyzed to understand their relationship with student achievement. The evaluation plan involves both formative and summative components related to conducting the research and offering the associated professional development. The educational plan includes implementing a Mathematics Bilingual Institute that offers practicing teachers a professional development focused on successful classroom practices. This project has the potential to help educators throughout the United States understand the best practices that promote mathematical learning for Latino ELL students. It can help us understand teacher characteristics that contribute to student learning and ways to help teachers develop those characteristics.