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School-based teams of 45 teachers and 105 students across 12 elementary schools received training emphasizing cultural wealth, high-impact instructional strategies, and a collaboration framework. Teachers were observed three times during the school year, and students were assessed individually at baseline and endline using the Woodcock-Muñoz Language Survey. Intent-to-treat results show benefits for teachers’ implementation and for students’ language and literacy skills.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/improving-young-english-learners-language-and-literacy-skills-through-teacher-professional-development-a-randomized-controlled-trial/590605/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/improving-young-english-learners-language-and-literacy-skills-through-teacher-professional-development-a-randomized-controlled-trial/590605.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What intervention does the study test?","Question",{"text":112,"@type":113},"The study tests a teacher professional development program that emphasizes cultural wealth, high-impact instructional strategies, and a framework for collaboration.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are teachers and students evaluated in the trial?",{"text":117,"@type":113},"Teachers are observed three times during the school year, and students are assessed individually at the beginning and end of the school year using the Woodcock-Muñoz Language Survey.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the intent-to-treat results indicate?",{"text":121,"@type":113},"Intent-to-treat analysis finds effects of the intervention on teachers’ implementation of high-impact instructional strategies and on students’ language and literacy skills.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590605,1792231094,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","American Educational Research Journal February 2018, Vol. 55, No. 1, pp. 117–143 DOI: 10.3102/0002831217732335  \n􀀂 2017 AERA. [http://aerj](http://aerj).[aera.net](aera.net)  \nImproving Young English Learners’ Language and Literacy Skills Through Teacher Professional Development:  \nA Randomized Controlled Trial  \nLeslie M. Babinski  \nDuke University  \nSteven J. Amendum  \nUniversity of Delaware  \nSteven E. Knotek  \nUniversity of North Carolina  \nMarta S´anchez  \nUniversity of North Carolina, Wilmington  \nPatrick Malone  \nDuke University  \nUsing a randomized controlled trial, we tested a new teacher professional development program for increasing the language and literacy skills of  \nLESLIE M. BABINSKI is an assistant research professor in the Center for Child and Family Policy in the Sanford School of Public Policy at Duke University, Durham, NC 27708, USA; e-mail: [leslie.babinski@duke.edu](leslie.babinski@duke.edu. Her)[. Her](leslie.babinski@duke.edu. Her) areas of expertise are in teacher consultation and collaboration, teacher professional development, and school-based interventions for children and adolescents.  \nSTEVEN J. AMENDUM is the DCTE Faculty Scholar in Literacy and an associate professor in the School of Education at the University of Delaware. His areas of expertise are in literacy development and instruction for English learners, early reading intervention, and professional development for classroom teachers.  \nSTEVEN E. KNOTEK is an associate professor in the School of Education at the University of North Carolina at Chapel Hill where he coordinates the school psychology doctoral program. His research focuses on utilizing consultation and coaching as competency drivers to enhance educational and psychological professionals’ implementation of innovations.  \nMARTA S´ANCHEZ is an assistant professor at the Donald R. Watson College of Education atthe University of North Carolina Wilmington. Her research focuses on the schooling experiences of Latino children and human rights challenges in transnational spaces. PATRICK MALONE is a senior research scientist in the Center for Child and Family Policy at Duke University. His specialization is quantitative psychology and developing statistical models of change over time.  \nBabinski et al.  \nyoung Latino English learners with 45 teachers and 105 students in 12 elementary schools. School-based teams randomly assigned to the intervention received professional development focused on cultural wealth, high-impact instructional strategies, and a framework for collaboration. We observed each teacher three times during the school year and assessed students individually at the beginning and end of the school year using the Woodcock Mun˜oz Language Survey (WMLS) . Using an intent-to-treat (ITT) analysis, we found effects for the intervention on teachers’ implementation of highimpact instructional strategies and students’ language and literacy skills.  \nKEYWORDS: professional development, English learners, collaboration, literacy  \nThere are currently over 5 million English  \n(National Center for Education Statistics  \nlearners (ELs) in U.S. schools [NCES], 2015), and over 70%  \nspeak Spanish as their first language (Migration Policy Institute, 2015) . The majority of classroom teachers, however, have not had specialized training in working with ELs. In fact, fewer than 20% of teacher education programs require a course focused on ELs (U.S. Government Accountability Office [GAO], 2009) . Latino ELs, on average, experience a persistent achievement gap in math and reading (Garc´ıa, Jensen, & Scribner, 2009) and are at higher risk for dropping out of school (Bohon, Macpherson, & Atiles, 2005) . School district administrators have indicated a need for teacher professional development on understanding cultural issues, assessing student progress, and developing instructional strategies for ELs (U.S. GAO, 2009) . Clearly, thereis an urgent need for teacher professional development (PD) th","cbCaiioTqc7wWzZH","https://ap.wps.com/l/cbCaiioTqc7wWzZH","pdf",244817,27,"English","# Improving Young English Learners’ Language and Literacy Skills Through Teacher Professional Development\n## Randomized controlled trial design and participants\n## Professional development components and instructional focus\n## Measures and intent-to-treat findings","[{\"question\":\"What intervention does the study test?\",\"answer\":\"The study tests a teacher professional development program that emphasizes cultural wealth, high-impact instructional strategies, and a framework for collaboration.\"},{\"question\":\"How are teachers and students evaluated in the trial?\",\"answer\":\"Teachers are observed three times during the school year, and students are assessed individually at the beginning and end of the school year using the Woodcock-Muñoz Language Survey.\"},{\"question\":\"What do the intent-to-treat results indicate?\",\"answer\":\"Intent-to-treat analysis finds effects of the intervention on teachers’ implementation of high-impact instructional strategies and on students’ language and literacy skills.\"}]","Improving Young English Learners’ Language and Literacy Skills Through Teacher Professional Development - A Randomized Controlled Trial | PDF",1792070023,68]