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Different Skills? Identifying Differentially Effective Teachers of English Language Learners Ben Master, Susanna Loeb

Different Skills? Identifying Differentially Effective Teachers of English Language Learners Ben Master, Susanna Loeb, Camille Whitney, James Wyckoff 5 rd Annual CALDER Conference January 27 th , 2012 . English Language Learners. Teaching of ELLs. Teachers. Motivation.

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Different Skills? Identifying Differentially Effective Teachers of English Language Learners Ben Master, Susanna Loeb

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  1. Different Skills? Identifying Differentially Effective Teachers of English Language Learners Ben Master, Susanna Loeb, Camille Whitney, James Wyckoff 5rd Annual CALDER Conference January 27th, 2012

  2. English Language Learners

  3. Teaching of ELLs

  4. Teachers

  5. Motivation

  6. Today’s study 3 Questions

  7. Today’s study 3 Questions

  8. Today’s study 3 Questions

  9. Today’s study

  10. Data

  11. Some Descriptives

  12. Percentage of students who are ELLs and standardized math test scores in New York City, by year

  13. Race/ethnicity and Free or reduced price lunch, by ELL status

  14. Basic distribution of ELLs across classrooms

  15. Characteristics of teachers serving ELL and non-ELL students, district-wide

  16. Responses and # of respondents for first year teacher survey questions of interest

  17. Approach not particularly believable

  18. Better

  19. Better: but can’t see overall effect, just differential

  20. Results

  21. Approach 2 (within school): About the same effect of experienceEffect of tests only for non-ELLs

  22. Approach 3 (within teacher): No evident difference

  23. Approach 2 (within school): Experience with ELLs substantially more important for ELLs

  24. Approach 3 (within teacher): Similar Results

  25. Approach 2 (within school): Trainingsubstantially more important for ELLs all differences significant **

  26. Approach 3 (within teacher): Similar all differences significant **

  27. Approach 2 (within school): ESL Certification more Important for ELLs Approach 3 (within teacher): Similar all differences significant **

  28. Approach 2 (within school): No Evidence of Effect of Language Approach 3 (within teacher): Similar, though positive

  29. Summary

  30. Conclusions • Blunt measures • Imperfect identification • Highlights importance of opportunities • Highlights importance of matching

  31. Different Skills? Identifying Differentially Effective Teachers of English Language Learners Ben Master, Susanna Loeb, Camille Whitney, James Wyckoff 5rd Annual CALDER Conference January 27th, 2012

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