Today's K–12 English as a second language (ESL) teachers are encouraged to coplan or coteach with content teachers in order to support English language learners, thus moving English language support into the content area classroom, through push‐in or coteaching rather than the pull‐out model. However, results from a questionnaire of 72 K–12 ESL teachers across a wide range of settings suggest that collaboration may or may not take place within any of these models and can best be understood in terms of the intersection of the variables of frequency (limited to extensive) as well as type of practice (formal to informal). Results of this study have implications for administrator professional learning, teacher education, and teacher leadership.
Prior research documents that, even after controlling for a variety of potentially potent student background and achievement factors, education abroad exerts favorable effects on indices of college student success, such as timely college completion. Racial-ethnic minority students, however, are both generally underrepresented in education abroad participation and can be disproportionately at risk of not completing their degrees. This article reports findings from the Consortium for Analysis of Student Success through International Education (CASSIE) to assess whether racial-ethnic minority students receive a boost in student success by virtue of studying abroad. CASSIE received data from 36 U.S. institutions covering Fall 2010 and Fall 2011 first-time freshman cohorts. The final sample consisted of 221,981 students, 30,649 of whom had studied abroad. Using statistical matching techniques to minimize effects of confounding factors such as high school grade point average (GPA) or college major, students from six racial-ethnic groups who studied abroad were compared with students from their own groups who did not. Results showed that racialethnic minority students who participated in education abroad demonstrated a higher likelihood of timely graduation and higher GPA at graduation, relative to otherwise similar students who did not study abroad. The magnitudes of those benefits exceeded those increments experienced by White students. Racial-ethnic minority students who studied abroad on average required a few additional credit hours at graduation, yet time to graduation was fractionally lower compared to students from the same racial-ethnic group who did not study abroad. These findings warrant strong efforts to recruit and support racial-ethnic minority students to participate in education abroad.
<p><em>As the number of US English Language Learners (ELLs) increases, elementary educators struggle to make decisions related to curriculum and instruction. This research fills an important gap in the research on program models for ELLs by presenting a two-part investigation of push-in and pull-out English Language Development (ELD) instruction from the vantage point of English as a Second Language (ESL) teachers. The first part of the investigation uses nationally administered surveys to capture the practices, beliefs, and challenges of ESL professionals working in these models. The second part highlights the concerns raised by those ESL teachers regarding the extent to which a cohort of 175 ELL students received their ELD instruction. We explore the implications for the academic achievement of ELLs in the primary grades when their access to consistent ELD instruction is curtailed. We illuminate the problematic aspects of both models and call for greater attention to the implementation and monitoring of services for young ELLs.</em></p>
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