[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590628-105":59,"doc-detail-590628-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","instructional-conversation-study-culturally-responsive-teaching-outcomes-for-diverse-learners-in-elementary-school","Instructional Conversation Study - Culturally Responsive Teaching Outcomes for Diverse Learners in Elementary School","","Preliminary findings from a pedagogical intervention examine instructional conversation as a classroom approach intended to improve instruction for all students, with particular attention to emergent bilinguals (English language learners) in U.S. elementary schools. The study is nested within a larger randomized controlled trial targeting upper elementary achievement and reports standardized student achievement data (N=74) and early ordinary least squares results in English language arts. Baseline equivalency limitations after teacher randomization are addressed with strategies and implications for inclusive education, especially for students whose parents speak other languages at home.",{"@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/instructional-conversation-study-culturally-responsive-teaching-outcomes-for-diverse-learners-in-elementary-school/590628/",{"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/instructional-conversation-study-culturally-responsive-teaching-outcomes-for-diverse-learners-in-elementary-school/590628.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the Instructional Conversation intervention in this study?","Question",{"text":112,"@type":113},"The study evaluates a pedagogical intervention designed to improve instruction for all students, with special focus on emergent bilinguals (English language learners).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the research study structured and what data are reported?",{"text":117,"@type":113},"The study draws preliminary results from a larger randomized controlled trial of Instructional Conversation, using standardized student achievement data from randomized teachers’ classrooms (N=74).",{"name":119,"@type":110,"acceptedAnswer":120},"What issues are discussed regarding the study’s results?",{"text":121,"@type":113},"The study discusses limitations in baseline equivalency after teacher randomization and provides strategies to overcome them, along with implications for educating all students, especially those with non-English-speaking parents at home.","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},590628,1792166179,{"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":39,"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 June 2018, Vol. 55, No. 3, pp. 488–531 DOI: 10.3102/0002831217741089  \n􀀂 2017 AERA. [http://aerj](http://aerj).[aera.net](aera.net)  \nEarly Evaluation Findings From the Instructional Conversation Study:  \nCulturally Responsive Teaching Outcomes for Diverse Learners in Elementary School  \nPedro R. Portes  \nUniversity of Georgia  \nManuel Gonz´alez Canch´e  \nUniversity of Pennsylvania  \nDiego Boada  \nMelissa E. Whatley  \nUniversity of Georgia  \nThis study explores preliminary results from a pedagogical intervention designed to improve instruction for all students, particularly emergent bilinguals in the United States (or English language learners) . The study is part of a larger efficacy randomized controlled trial (RCT) of the Instructional Conversation (IC) pedagogy for improving the school achievement of upper elementary grade students. Standardized achievement student data were  \nPEDRO R. PORTES, PhD, is the Goizueta Foundation distinguished chair for Latino teacher education, professor in the department of counseling and human development services, and executive director of the Center for Latino Achievement and Success in Education (CLASE), 125 Aderhold Hall, College of Education, Athens, GA 30602; [e-mail:](e-mail: portes@uga.edu. His)[ portes@uga.edu](e-mail: portes@uga.edu. His)[. His](e-mail: portes@uga.edu. His) interests center on linking primary prevention practices to human development within a cultural-context perspective, the development of culturally valid methods, improving teacher and counselor education, and equity in educational policy.  \nMANUEL GONZ´ALEZ CANCH´E, PhD, is an associate professor of higher education at the University of Pennsylvania. His research follows two interconnected paths. The first concerns issues of access, persistence, and success, with an emphasis on institution effects—such as two-year versus four-year college and distance from home—on students’ outcomes. The second focuses on higher education finance, with emphases on spatial modeling and competition based on spatial proximity and spillover effects. DIEGO BOADA, MEd, is a doctoral candidate in learning, design, and technology at the University of Georgia. His areas of interest include teacher education, instructional design, and English language learners.  \nMELISSA E. WHATLEY, MA, is a doctoral candidate in the Institute of Higher Education atthe University of Georgia. Her research focuses on issues surrounding the democratization of study abroad and the stratification of education abroad opportunities.  \nInstructional Conversation and Emergent Bilinguals  \ngathered from (N = 74) randomized teachers’ classrooms. Preliminary ordinary least squares analyses of the intervention appear promising for English language arts in general. Limitations in baseline equivalency for students after teacher randomization are discussed along with strategies to overcome them and implications concerned with the education of all students, notably those whose parents speak languages other than English at home.  \nKEYWORDS: English language learners, instructional conversation, professional development, randomized trial, school achievement  \nIntroduction  \nTeaching through conversation in small groups characterizes a dialogic  \napproach that is increasingly being employed as a primary means to facilitate academic learning in schools. Current research on dialogic and enriched language approaches is being advanced that contrasts with traditional and direct instruction methods (Clarke, Resnick, & Rose, 2016; Lawrence, Crosson, Par´e-Blagoev, & Snow, 2015; Lawrence, Francis, Par´eBlagoev, & Snow, 2016; Lesaux, Kieffer, Kelley & Harris, 2014) . Also, thereis some evidence that the language of instruction for diverse students may not be as critical as teacher practices grounded in pedagogical research (Cheung & Slavin, 2012) . Evidence-based methods and strategies for reading may accelerate school learning in helping student","cbCaieAcjZX1cpSl","https://ap.wps.com/l/cbCaieAcjZX1cpSl","pdf",555127,44,"English","# Introduction\n## Instructional Conversation and Emergent Bilinguals\n## Keywords","[{\"question\":\"What is the purpose of the Instructional Conversation intervention in this study?\",\"answer\":\"The study evaluates a pedagogical intervention designed to improve instruction for all students, with special focus on emergent bilinguals (English language learners).\"},{\"question\":\"How is the research study structured and what data are reported?\",\"answer\":\"The study draws preliminary results from a larger randomized controlled trial of Instructional Conversation, using standardized student achievement data from randomized teachers’ classrooms (N=74).\"},{\"question\":\"What issues are discussed regarding the study’s results?\",\"answer\":\"The study discusses limitations in baseline equivalency after teacher randomization and provides strategies to overcome them, along with implications for educating all students, especially those with non-English-speaking parents at home.\"}]","Instructional Conversation Study - Culturally Responsive Teaching Outcomes for Diverse Learners in Elementary School | PDF",1792070085,111]