Treatment teachers implemented ESL strategies significantly more than control teachers during observed sixth-grade science instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2018 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Chi-square tests of TBOP observations showed a statistically significant difference in teachers' time allocation to ESL strategies between treatment and control conditions, with a Cramer's V of 0.46 described as strong. → Irby 2018

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 · r1

Observational analysis of 1,380 rounds of TBOP observation in treatment and control sixth-grade science classrooms, averaging 54.5 minutes per teacher. The chi-square test of homogeneity of proportion was significant, with "a Cramer's V of 0.46", described by the authors as a strong magnitude of difference.

"The chi-square test was significant (p < 0.001), with a Cramer's V of 0.46, indicating there was a statistically significant difference among teachers' time allocation in the ESL strategies between the two conditions"

Discussion¶

Related Claims¶

• 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 — a narrower finding that bears on this claim
• TAIA reoriented the teacher's action distribution toward inquiry-practice support while the comparison condition emphasized content delivery and assessment — related