Treatment teachers devoted the largest observed shares of time to collaborative grouping, questioning, manipulatives/realia, and academic language scaffolding, while control teachers spent over 50% of time on no ESL strategies¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r? · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Experimental teachers spent higher percentages of instructional time on collaborative/cooperative grouping (24%), questioning strategies (16%), manipulatives and realia (11%), and academic language scaffolding (9.3%). → Irby 2018 q3 i? Control teachers had a significantly higher percentage of time (over 50%) not allocated to ESL strategies. → Irby 2018 (2)

Evidence¶

Irby 2018¶

Irby, B. J., Lara-Alecio, R., Tong, F., Guerrero, C., Sutton-Jones, K. L., & Abdelrahman, N. (2018). Implementation of Research-based ESL Strategies with Lower Grade Middle School ELLs in the Science Classroom: Findings from an Experimental Study. The Electronic Journal for English as a Second Language, 22(1). https://eric.ed.gov/?id=EJ1178995

q3 · i? · causal · r?

Figure 1 result from the TBOP observation data comparing ESL strategy time allocation by condition in sixth-grade science. The text reports "collaborative/cooperative grouping (24%)", questioning (16%), manipulatives and realia (11%), and scaffolding (9.3%) for experimental teachers; percentages are descriptive.

"Figure 1 illustrates that experimental teachers spent a higher percentage of instructional time utilizing ESL strategies, such as collaborative/cooperative grouping (24%), questioning strategies (16%), manipulatives and realia (11%), and academic language scaffolding (9.3%)."

Irby 2018 (2)¶

Irby, B. J., Lara-Alecio, R., Tong, F., Guerrero, C., Sutton-Jones, K. L., & Abdelrahman, N. (2018). Implementation of Research-based ESL Strategies with Lower Grade Middle School ELLs in the Science Classroom: Findings from an Experimental Study. The Electronic Journal for English as a Second Language, 22(1). https://eric.ed.gov/?id=EJ1178995

q3 · i? · causal · r?

Same observational comparison, control condition: the article reports "a significantly higher percentage of time (over 50%)" among control teachers not allocated to ESL strategies. No effect size is printed for this contrast.

"In fact, there was a significantly higher percentage of time (over 50%) among control teachers that was not allocated to ESL strategies."

Discussion¶

Related Claims¶

• Treatment teachers implemented ESL strategies significantly more than control teachers during observed sixth-grade science instruction — a broader claim this one bears on