Research indicates that the performance-gap between English Language Learners (ELLs) and their non-ELL peers is partly due to ELLs' difficulty in understanding assessment language. Accommodations have been shown to narrow this performance-gap, but many accommodations studies have not used a randomized design and are based on relatively small sample sizes. Addressing such issues, we administered a standard-based mathematics assessment to approximately 3,000 Grade 9 ELL and non-ELL students under five different language-based accommodations. Results indicate that many of these accommodations did not produce significant gains for the recipients. Some even had a negative impact. We believe several factors may explain these findings. First, newer assessments, including those developed for this study, may have been linguistically modified to the point that further modification has only a limited effect. Second, the language of instruction may have not adequately prepared students for the assessment. If the language of instruction (textbook, etc.) contains unnecessary linguistic complexity, then students may not have had the opportunity to learn the assessed content. A third factor is students' unfamiliarity with these accommodations because they are seldom used in classroom instruction and teacher assessments. We discuss our findings and implications for policymakers, assessment developers, practitioners, and researchers.
Yoga-based interventions have been implemented in schools and demonstrated promising results on students’ self-regulation outcomes. Nevertheless, there is limited literature on the effects that yoga may have for children in the early primary grades, despite the evidence demonstrating that this is an opportune period in development for early self-regulation. Few studies have focused on young children living in the context of economic difficulty, which can hinder children’s development of self-regulatory skills and educational trajectories. The effects of an eight-week yoga intervention on economically disadvantaged pre-kindergarten and kindergarten children’s self-regulation and emotion regulation were examined via a paired within-subjects comparison study. Nine classrooms were assigned to the yoga intervention (Treatment First, TxFirst; n = 90) or a wait-list control group (Treatment Second, TxSecond; n = 64). All children were assessed at pre-intervention (Time 1), post-intervention assessment for TxFirst (Time 2), and post-intervention assessment for TxSecond (Time 3). Children demonstrated significant predicted gains on a behavioral task of self-regulation and declines in teacher-rated submissive venting and total behavior problems. Implications for future research are discussed, with a focus on including follow-up assessments and multiple dimensions of fidelity of implementation.
The dynamic features of emotion-intensity, speed of response, rise time, persistence, recovery-are important to emotion development, but there remains limited understanding of early developmental changes in these dynamics and how they are organized. In this exploratory study, 58 White infants were observed at ages 6, 9, and 12 months in four social episodes designed to elicit positive emotion (two games with mother) and negative emotion (stranger approach and separation from mother). Continuous time-sampled ratings and summary assessments of facial and vocal responding yielded measures of onset intensity, peak intensity, onset latency, time to peak intensity, rise time, persistence, and recovery for each episode and expressive modality. Central findings indicated significant developmental increases in the intensity and speed of response for positive and negative episodes, but across age and expressive modality the organization of positive and negative responses differed consistently. Specifically, responses to negative emotion episodes reflected characteristics of a preemptory response to perceived threat (e.g., intensity positively correlated with persistence), while intense positive emotion involved quicker onset and longer rise time, consistent with establishing and maintaining social engagement. Implications of these findings and directions for further study are outlined.
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