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Educational and societal phenomena can converge to draw attention to a new focus, such as ELs and STEM, and then trigger new research interests. A funding program can play a critical role in shaping these new research…
Framing, Adapting, and Applying: Learning to Contextualize Science Activity in Multilingual Science Classrooms
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This article looks at context-based approaches to science instruction. Authors studied the effects of changes to a set of secondary science teacher education programs, all of which were redesigned with attention to the…
Understanding Science and Language Connections: New Approaches to Assessment with Bilingual Learners
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Authors report on the use of bilingual constructed response science assessments in the context of a research and development partnership with secondary school science teachers.
We report on the use of…
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This article describes how diagrams can be a powerful tool to develop and communicate mathematical understanding for English language learners.
For English language learners, diagrams can be a powerful…
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The Urban Ecology Curriculum for English Learners is an interdisciplinary, standards-based, upper elementary/middle school curriculum designed to bolster English language and literacy learning for Long Term English…
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The Urban Ecology Curriculum for English Learners is an interdisciplinary, standards-based, upper elementary/middle school curriculum designed to bolster English language and literacy learning for Long Term English…
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Using findings from a 4‐year research and development effort, we propose an updated model of sheltered instruction for science classrooms that leverages the opportunities provided by the Next Generation Science Standards (…
Thinking Beyond the Score: Multidimensional Analysis of Student Performance to Inform the Next Generation of Science Assessments
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Informed by Systemic Functional Linguistics and Latent Dirichlet Allocation analyses, this study utilizes an innovative bilingual (Spanish–English) constructed response assessment of science and language practices for…
Teacher Agency and Professional Learning: Rethinking Fidelity of Implementation as Multiplicities of Enactment
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In this paper we use practice theory, with its focus on the interplay of structure and agency, to theorize about teacher engagement in professional learning and teacher enactment of pedagogical practices as an alternative…
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Activating Math Talk is a resource for promoting high-quality math discourse in grades K-5. The content of the chapters and discussion questions within are meant to spark conversations among teachers, teacher leaders,…
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This article describes one mathematics professional development program designed to support all K-5 students' engagement in productive mathematical discussions, in particular emergent multilingual learners…
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Design Technology and Engineering Education (DTEEL) for bilingual English Learner Students is a K-5th grade curriculum focused on language development through engineering design and problem solving. Each grade level…
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School, home, and neighborhoods make large amounts of garbage every day. In answering the driving question of the unit, “What happens to our garbage?”, students investigate a series of subquestions (e.g., “What is that…
Promoting Teacher Self-Efficacy for Supporting English Learners in Mathematics: Effects of the Visual Access to Mathematics Professional Development
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The Visual Access to Mathematics (VAM) project developed and studied teacher professional development (PD) focused on linguistically-responsive teaching to facilitate ELs’ mathematical problem solving and discourse. This…
The Quest for Sustainable Futures: Designing Transformative Learning Spaces with Multilingual Black, Brown, and Latinx Young People Through Critical Response-ability
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In this paper we argue for the need to design and develop transformative learning ecologies that explicitly position the diverse voices of youth from nondominant communities as central to re-defining and re-envisioning…
Newcomer Emergent Bilingual Students’ Meaning-Making in Urban Biology Classrooms: A Communities of Practice Perspective
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This study investigated how newcomer emergent bilinguals made meaning in two 9th-grade biology classrooms. Methods relevant to naturalistic inquiry were used to collect and analyze data. Findings indicate that newcomers…
Designing Learning Environments to Promote Academic Literacy in Mathematics in Multilingual Secondary Mathematics Classrooms
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Emerging multilingual students can develop the dimensions of Academic Literacy in Mathematics (ALM) in classroom discussions. But, there is a need for empirically-validated principles for fostering such discussions. This…
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We introduce and illustrate three principles for designing secondary mathematics classrooms in which multilingual students can benefit from participating in mathematical discussions. Drawing from the Academic Literacy in…
Designing for Mathematical Literacy: Introducing Exponential Growth Using Critical and Meaningful Problem Contexts
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This department explores the concept of disciplinary literacy—the conceptual understandings and ways of reading, thinking, and writing involved in critiquing and constructing knowledge in a discipline—and its intersections…
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In this article, we—a team of science teachers and a university researcher—present the processes of adapting existing curricular resources to promote equitable learning experiences for diverse learners. Using a middle…
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The resources that multilingual students bring to school mathematics are often ignored. During a teacher-researcher collaborative project focused on creating more equitable learning environments in high school math…
Invisible Multilingual Black and Brown Girls: Raciolinguistic Narratives of Identity in Science Education
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Black and Brown girls are underrepresented in science, technology, engineering, and math (STEM) fields. Although studies have examined the reasons for this by exploring Black and Brown girls' experiences based on culture,…
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In super-diverse classroom contexts, students come from varied migration channels, immigration statuses, languages, countries of origin, and religions, which contribute to new and complex social configurations of the…
‘Me Hizo Sentir Como Científica’: The Expressed Science Identities of Multilingual Learners in High School Biology Classrooms
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Science identity development begins in school-aged years, when multilingual students (MLs) are often marginalised in the classroom due to language challenges and low expectations placed on them. This descriptive multiple…
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Collaborative partnerships between families and teachers have the potential to support and transform students’ mathematics learning experiences. This study focused on interactions among mothers and teachers of multilingual…
Multilingual Classrooms: Development of an Observational Analytic Tool to Examine Mathematics Instruction
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This brief research report describes the refinement and testing of an observational rubric designed to identify and assess elements of classroom mathematics instruction that research has found to support multilingual…
Justice-Centered STEM Education with Multilingual Learners: Conceptual Framework and Initial Inquiry into Pre-service Teachers’ Sense-Making
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Our conceptual framework for justice-centered STEM education engages all students in multiple STEM subjects, including data science and computer science, to explain and design solutions to pressing societal challenges and…
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This chapter describes an ongoing research-practice partnership with in-service teachers in communities across Oregon focused on broadening participation in STEM fields. We explore how our design-based work with teachers…
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EDC's Young Mathematicians kits provide teachers and parents with games that are fun, spark conversations about math and provide rich learning opportunities.
EDC's Young Mathematicians kits provide…
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Daily Do Playlists are suggested instructional sequences of two or more Daily Do lessons in which students coherently build science ideas over time.
In the first playlist lesson, students experience…
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This book is a guide for K-12 school leaders and educators who are planning to implement new bilingual and dual language (BDL) elementary programs for multilingual learners in the United States, focusing on the integration…
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This paper describes an innovative mathematics learning partnership that engages teachers and parents of multilingual children ages 7–10 from schools in underserved communities. At the center of this transformative work is…
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With a decade passing since the release of the Next Generation Science Standards (NGSS), it is timely to reflect and consider the extent to which the promise of science teaching and learning that values and centers…
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In this article, we describe aspects of mathematical language that could be problematic to English-language learners, provide recommendations for teaching English-language learners, and suggest activities intended to…
Conceptual Framework for Analyzing and Designing Illustrations in Science Assessment: Development and Use in the Testing of Linguistically and Culturally Diverse Populations
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We present a conceptual framework for designing and analyzing illustrations used in science assessment. This conceptual framework is intended to help test developers to systematically create and examine illustrations used…
Development of Illustrations as Image Supports for English Language Learners in Large-Scale Testing: A Report on the Procedure for Designing Vignette Illustrations
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This paper presents a framework and a procedure for developing vignette illustrations as a form of testing accommodation for English language learners (ELLs). Vignette illustrations are defined as illustrations added to…
Examining Problem Solving Strategies on Multiple-choice Science Items Among English Language Learners Through Cognitive Interviews
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This paper introduces a coding system used to compare the ways English language learners (ELLs) and mainstream students make sense of multiple-choice science items administered in English. Thirty-nine native Spanish-…
Illustrations with Graphic Devices in Large-Scale Science Assessments: An Exploratory Cross-Cultural Study of Students’ Interpretations
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In this exploratory, cross-cultural study, we examined students’ interpretations of graphic devise-based illustrations used in science tests. Graphic devices are visual components (e.g., arrows, dotted lines) intended to…
Including English Language Learners in the Process of Test Development: A Study on Instrument Linguistic Adaptation for Cognitive Validity
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This paper reports preliminary results from an investigation, still in progress, on the use of verbal protocols among native Spanish-speaking, English language learners (ELLs) of various proficiency levels and background…
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To investigate the contribution of the DR K‐12 portfolio to the knowledge base on math and sciencelearning among ELLs, CADRE designed a study to explore the ELL work that is being conducted in theDR K‐12 projects. This…
Mathematics Teachers Teaching English Language Learners: What Knowledge Do They Need? (Driscoll, Heck, Chval)
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Mathematics teachers of English language learners (ELLs) are increasingly expected to help ELLs learn academic language. This session focuses on the question, What knowledge do teachers of mathematics need in order to…
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This list of ELL resources is a working document prepared by CADRE for the ELL Working Group. New resources will be added as they are identified. This list includes the citation and the article abstract. Please do not…
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STEM ELL Publications
Multilingual Learners
Tool
Other
CADRE…
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In this paper, we report on a study that compares state, national, and international assessment programs as to the characteristics and functions of the illustrations used in their science test items. We used our conceptual…
The Use of Pictorial Supports as an Accommodation for Increasing Access to Test Items for Students with Limited Proficiency in the Language of Testing
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This paper reports on an NSF-funded project that examines vignette illustrations (VIs) as a form of testing accommodation for English language learners (ELLs)—students who are developing English as a second language yet…