Relationship Between Opportunity to Learn and Student Performance on English and Algebra Assessments

Boscardin, Christy; Aguirre-Muñoz, Zenaida; Stoker, Ginger; Kim, Jin-Ok; Kim, Mi-Kyung; Lee, Janet

doi:10.1207/s15326977ea1004_1

Cited by 28 publications

(22 citation statements)

References 11 publications

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“…Here, teaching quality is defined as the teacher's pedagogical knowledge. Pedagogical knowledge has been consistently associated with student achievement (e.g., Andrews, Blackmon, & Mackey, 1980;Boscardin et al, 2005). Consistent with the work of Lee Shulman (1987) and those who expanded his notion of pedagogical content knowledge (e.g., H. C. Hill & Ball, 2004;H.…”

Section: Teaching Quality (Pedagogy)mentioning

confidence: 78%

“…Past research has demonstrated that discrepancies in educational inputs and instructional processes across schools are linked to differences in academic achievement across groups of students (e.g., Boscardin, Aguirre-Muñoz, Stoker, Kim, & Kim, 2005;Kozol, 2000;Oakes, 1985;Wang, 1998). These findings point to the need to examine achievement scores in light of both the instructional context to which students are exposed and student characteristics that may be associated with performance such as language background, ethnicity, and gender (e.g., Abedi, 2002;Abedi & Lord, 2001;Saxe, Gearhart, & Seltzer, 1999).…”

Section: What Can Be Learned From An Otl Model Targeting Ell Learningmentioning

confidence: 99%

“…For example, content exposure in English language arts is defined as content topics covered in instruction that relate specifically to literary analysis (e.g., characterization, theme), reading (e.g., grade-appropriate texts, as well as reading text that reflects the genres targeted by standards), and writing activities. As noted earlier, past research has shown that content topic exposure is predictive of student outcomes (e.g., Boscardin et al, 2005;Wang, 1998). In the proposed framework, attention is directed at academic language instruction, 1 which is the type of language connected to learning and using language in subject areas (Schleppegrell, 2004a).…”

mentioning

confidence: 97%

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Defining Opportunity to Learn for English Language Learners: Linguistic and Cultural Dimensions of ELLs' Instructional Contexts

Aguirre-Muñoz

Amabisca

2010

Journal of Education for Students Placed at Risk (JESPAR)

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Past research demonstrates the critical role of the context of learning in the achievement of students. This body of work justifies research and development of more contextualized opportunity to learn (OTL) models. We expound on an OTL framework that represents contextual features that can enrich or constrain opportunities for English language learners (ELLs). Specifically, we aim to broaden the conception of OTL beyond exposure to content and begin to define the types of affordances ELLs should be provided to achieve content standards. A central argument is the integration of academic language instruction as an OTL component for examining ELL achievement.

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Section: Teaching Quality (Pedagogy)mentioning

confidence: 78%

Section: What Can Be Learned From An Otl Model Targeting Ell Learningmentioning

confidence: 99%

mentioning

confidence: 97%

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Defining Opportunity to Learn for English Language Learners: Linguistic and Cultural Dimensions of ELLs' Instructional Contexts

Aguirre-Muñoz

Amabisca

2010

Journal of Education for Students Placed at Risk (JESPAR)

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“…Otras estrategias que se han utilizado para estudiar las oda son el análisis de distintos tipos de materiales de aula, como los registros diarios de las actividades realizadas, las planificaciones de clase, las evaluaciones administradas por los profesores (Contreras, 2014) y los materiales didácti-cos (Boscardin, et al, 2005;McDonnell, 1995). Además, se han realizado estudios por medio del análisis de observaciones de aula, poniendo énfasis en el tipo de tareas matemáticas que los profesores seleccionan y proponen a sus estudiantes, así como el contexto en el que estas se desarrollan (Carrillo, Contreras y Zakaryan, 2014).…”

Section: Oportunidades De Aprendizaje Para Todos Los Estudiantesunclassified

Oportunidades de aprendizaje en matemáticas para estudiantes con discapacidad intelectual

Montaner¹,

Martín²,

Guzmán³

et al. 2017

RCE

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En Chile, los estudiantes con discapacidad intelectual (di) asisten a escuelas especiales o a escuelas regulares con programas de integración escolar (pie). Hasta la fecha se carece de información respecto de las oportunidades de aprendizaje (oda) que se proporcionan a estos estudiantes en ambos contextos. El estudio que se presenta es parte de una investigación mayor, cuyo propósito es explorar las oda de las matemáticas que se generan en centros de educación especial para estudiantes con di. Se realizaron entrevistas semiestructuradas con profesores y directivos de escuelas especiales, con el objetivo de indagar cuáles son sus creencias sobre la enseñanza, sobre los estudiantes con di y las matemáticas. Los resultados indican que la enseñanza a estudiantes con di requiere de mucho tiempo de planificación, de un currículo flexible que se adapte a las necesidades individuales, de uso de material concreto y de una evaluación individualizada. Respecto de los estudiantes, los entrevistados indican que no hay fórmulas generales y que se debe tratar cada caso de manera individual. Finalmente, profesores y directivos estiman que la enseñanza de las matemáticas para estudiantes con di son principalmente el conteo y las operaciones con números, lo cual excluye del currículo ofrecido espacios para el desarrollo de otras habilidades matemáticas.

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“…Substantial empirical studies documented the influence of OTL variables on students' test scores (Boscardin et al 2005;Aguirre-Muñoz and Boscardin 2008). Wang (1998) examined four dimensions of OTL: content coverage, content exposure, content emphasis, and quality of instructional delivery.…”

mentioning

confidence: 99%

The effect of a national education policy on language test performance: a fairness perspective

Song

He²

2015

Language Testing in Asia

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Project 211 is one of the most important educational policies in China, which aims at selecting a small number of "key universities" for sustainable development in the 21st century. These selected "key universities" have received substantial funding from the government so they can recruit outstanding faculty and be equipped with high quality facilities. Although this national policy has come into being for more than a decade, limited empirical studies have been conducted to examine how the policy influences students' performance as well as whether the policy is perceived to interfere with test fairness. Using differential item analysis (DIF) and content analysis, this study examined the effect of group membership (key vs. non-key universities) on one of the large-scale high-stakes language tests-the Graduate School Entrance English Examination (GSEEE). The results identified a number of DIF/DBF, all favoring test takers from key universities. A review of the flagged items by three test reviewers found a myriad of potential factors including unbalanced learning opportunities, which may contribute to performance differences between two groups. However, none of the reviewers deemed that unbalanced educational opportunities brought bias and presented a threat to fairness. Fairness in this context is conceptualized to require individuals or groups who are less well-off to sacrifice social benefits and resources to those who are better off to achieve the overarching aim of maximizing economic benefit to the society.

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Relationship Between Opportunity to Learn and Student Performance on English and Algebra Assessments

Cited by 28 publications

References 11 publications

Defining Opportunity to Learn for English Language Learners: Linguistic and Cultural Dimensions of ELLs' Instructional Contexts

Defining Opportunity to Learn for English Language Learners: Linguistic and Cultural Dimensions of ELLs' Instructional Contexts

Oportunidades de aprendizaje en matemáticas para estudiantes con discapacidad intelectual

The effect of a national education policy on language test performance: a fairness perspective

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