How equally do teachers distribute their attention across students classified as English learners (ELs) and their non-EL peers in science classrooms? A frequency analysis of monolingual and bilingual teachers’ interactions with different student grouping configurations-Reference-Cited by-同舟云学术

How equally do teachers distribute their attention across students classified as English learners (ELs) and their non-EL peers in science classrooms? A frequency analysis of monolingual and bilingual teachers’ interactions with different student grouping configurations

Published:2024-01-16 Issue: Volume: Page:1-15
ISSN:1931-3152
Container-title:International Multilingual Research Journal
language:en
Short-container-title:International Multilingual Research Journal

Author:

Solano-Flores Guillermo¹^ORCID,Ruiz-Primo Maria Araceli¹,Li Min²,Zhao Xueyu³,Shade Chelsey⁴,Chrzanowski Ashley⁵

Affiliation:

1. Graduate School of Education, Stanford University, Stanford, CA, USA

2. College of Education, University of Washington, Seattle, WA, USA

3. Language and Culture Center, Duke Kunshan University, Kunshan, China

4. NWEA, Assessment Division of HMH, Portland, OR, USA

5. School of Education, University of Colorado Boulder, Boulder, CO, USA

Funder

National Science Foundation

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/19313152.2024.2303275

Reference94 articles.

1. Assessing English Language Learners’ Opportunity to Learn Mathematics: Issues and Limitations

2. Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary

3. August, D., & Hakuta, K. (Eds.). (1997). Improving schooling for language-minority children: A research agenda. Washington, DC: National Academy Press.

Investigating stratification, language diversity and mathematics classroom interaction

5. Batalova, J., Fix, M., & Murray, J. (2006). Measures of change: The demography and literacy of adolescent English language learners. Washington, D.C: Migration Policy Institute.