scholarly journals Language Instruction Educational Programs and Academic Achievement of Latino English Learners: Considerations for States with Changing Demographics

2015 ◽  
Vol 121 (3) ◽  
pp. 417-450 ◽  
Author(s):  
Francesca López ◽  
Elizabeth McEneaney ◽  
Martina Nieswandt
Keyword(s):  
Academic Achievement ◽  
English Learners ◽  
Educational Programs ◽  
Language Instruction ◽  
Latino English Learners ◽  
Changing Demographics

Developmentally and Culturally Effective Instructional Strategies for Linguistically and Culturally Diverse Young Children

2018 ◽  
pp. 257-284
Author(s):  
Patsy J. Robles-Goodwin
Keyword(s):  
Academic Achievement ◽  
Public Schools ◽  
Student Success ◽  
Instructional Strategies ◽  
English Learners ◽  
Teaching Practices ◽  
School Environments ◽  
Specialized Knowledge ◽  
Factors Affecting ◽  
Changing Demographics

The rising numbers of English Learners (ELs) in our schools requires educators to have a specialized knowledge base for understanding their linguistic needs, especially when planning for instruction; teachers also need to use language acquisition principles for working with ELs and integrate effective instructional strategies in their teaching. Studies have found factors affecting student success in public schools: 1) inadequate preparation of teachers, 2) ineffective teaching practices, and 3) at-risk school environments. These complex factors impact the instruction and ultimate success of student learning which is extremely detrimental to ELs. Therefore, the focus of the chapter addresses: the changing demographics, historical reasons for low achievement of ELs, and how educators can use their understanding of best practices to motivate ELs and increase their academic achievement. This chapter provides effective teaching practices for ELs and instructional activities that teachers can implement to help young ELs succeed academically.

Academic Achievement for English Learners: What can we Reasonably Expect?

2011 ◽  
Vol 93 (3) ◽  
pp. 66-69 ◽  
Author(s):  
H. Gary Cook ◽  
Timothy Boals ◽  
Todd Lundberg
Keyword(s):  
Academic Achievement ◽  
English Learners

scholarly journals Predictors of Latino English Learners’ Reading Comprehension Proficiency

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Theresa A Grasparil ◽  
David A Hernandez
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
English Learners ◽  
Oral Reading Fluency ◽  
Reading Program ◽  
Vocabulary Knowledge ◽  
Literacy Achievement ◽  
Academic Vocabulary ◽  
Latino English Learners

Poor literacy achievement among English learners has contributed significantly to their high dropout rates, poor job prospects, and high poverty rates. The National Literacy Panel on Language Minority Children and Youth has suggested that English learners benefit from the same direct, systematic instruction in the five essential components of reading shown effective for native-English-speaking students: phonemic awareness, phonics, oral reading fluency, vocabulary, and comprehension. Implementing effective reading instructional practices for English learners may reduce the literacy achievement gap between English learners and native English speakers. In this study, we used multiple regression to examine data for 1,376 third-grade Latino English learners to determine the strength of oral English proficiency, oral reading fluency, and academic vocabulary knowledge as predictors of reading comprehension proficiency. Findings of this study indicate a mismatch between English learners’ instructional needs and a widely used reading program component, assessment of words correct per minute (as a measure of oral reading fluency). Significant conclusions of this study suggest that educators seeking to promote the reading comprehension proficiency of Latino English learners consider using WCPM assessments and activities cautiously and strive to allocate more time for instruction and assessment of the prosodic dimension of oral reading fluency and academic vocabulary knowledge and skills.

scholarly journals IPad Acceptance by English Learners in Saudi Arabia

2016 ◽  
Vol 9 (12) ◽  
pp. 34
Author(s):  
Barry A. M. Lawrence
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
English Learners ◽  
Online Survey ◽  
Language Instruction ◽  
Second Language Instruction ◽  
Unified Theory ◽  
Use Of Technology ◽  
Behavioral Intention To Use ◽  
Educational Potential

<p>This study used the Unified Theory of Acceptance and Use of Technology (UTAUT; Venkatesh, Morris, Davis, &amp; Davis, 2003) model to investigate factors predicting the acceptance of iPad tablets by learners of English as a foreign language (EFL) at a technical vocational college in Saudi Arabia. An online survey was conducted on 199 male learners, and a simultaneous multiple regression analysis was conducted on the data. The results indicated that a belief in the device’s educational potential, a sense that it was straightforward to use, and the perception that the infrastructure would support usage were all significant predictors of the behavioral intention to use iPads. Social factors did not indicate an acceptance of the device. The findings highlighted areas of importance for educators intending to adopt mobile devices in second language instruction and partially supported the application of the UTAUT.</p>

scholarly journals Predictors of Academic Achievement in Blended Learning: the Case of Data Science Minor

2019 ◽  
Vol 14 (05) ◽  
pp. 64 ◽  
Author(s):  
Ilya Musabirov ◽  
Stanislav Pozdniakov ◽  
Ksenia Tenisheva
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Blended Learning ◽  
Data Science ◽  
Educational Achievement ◽  
Statistical Tests ◽  
Educational Programs ◽  
Mathematics Knowledge ◽  
Stem Students ◽  
Better Than

This paper is dedicated to studying patterns of learning behavior in connection with educational achievement in multi-year undergraduate Data Science minor specialization for non-STEM students. We focus on analyzing predictors of aca-demic achievement in blended learning taking into account factors related to initial mathematics knowledge, specific traits of educational programs, online and of-fline learning engagement, and connections with peers. Robust Linear Regression and non-parametric statistical tests reveal a significant gap in achievement of the students from different educational programs. Achievement is not related to the communication on Q&A forum, while peers do have effect on academic success: being better than nominated friends, as well as having friends among Teaching Assistants, boosts academic achievement.

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