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Full-Text Articles in Education
Differential Item Functioning (Dif) Of English Learners On Constructed Response (Cr) And Multiple Choice (Mc) Items, Michael Nguyen
Differential Item Functioning (Dif) Of English Learners On Constructed Response (Cr) And Multiple Choice (Mc) Items, Michael Nguyen
Electronic Theses, Projects, and Dissertations
Research assessing Differential Item Functioning (DIF) in mathematics has mainly dealt with gender and content. The mathematics assessments used for those studies primarily focused on around Multiple Choice (MC) and Constructed Response (CR) item types. DIF research studies with English Learners (EL) focused on language complexity and accommodations. The mathematics items used in these studies also consisted of MC and CR items. The primary objective of this cross-sectional non-experimental quantitative study was to determine if DIF occurred between EL and non-EL students and at a more granular level, if DIF existed among students with different levels of English language proficiency …
How Much Is Enough To Learn? Exploring The Effects Of An Abbreviated Implementation Of The National Writing Project’S College, Career And Community Writers Program (C3wp) On English Learners’ Argumentative Writing Growth, Samantha J. Manzo, Kelsey Decamillis, Sarah Lorenz
How Much Is Enough To Learn? Exploring The Effects Of An Abbreviated Implementation Of The National Writing Project’S College, Career And Community Writers Program (C3wp) On English Learners’ Argumentative Writing Growth, Samantha J. Manzo, Kelsey Decamillis, Sarah Lorenz
Language Arts Journal of Michigan
Without doubt, explicit instruction is essential as English learners develop important academic skills such as argument writing. Less clear is the extent to which students need to receive such explicit instruction and engage in practice in order to benefit from it. The National Writing Project’s College, Career, and Community Writing Program (C3WP) provides teachers with resources and assessments for the explicit instruction of argument writing. Prior research on C3WP has indicated that in order to see student growth, teachers must implement at least four short cycles in an academic year. The four cycles can seem ambitious and difficult for teachers …