Using program evaluation to inform and improve the education of young English language learners in US schools

Autor:	Lorena Llosa, Julie Slayton
Rok vydání:	2009
Předmět:	Program evaluation Linguistics and Language media_common.quotation_subject Ell English language Early reading Language and Linguistics Education Formative assessment Intervention (law) Reading (process) Mathematics education Action research Psychology media_common
Zdroj:	Language Teaching Research. 13:35-54
ISSN:	1477-0954 1362-1688
DOI:	10.1177/1362168808095522
Popis:	The purpose of this paper is to discuss how program evaluation can be conducted and communicated in ways that meaningfully affect the education of English language learners (ELLs) in US schools. First, the paper describes the Waterford Early Reading Program Evaluation, a large-scale evaluation of a reading intervention implemented in schools with substantial populations of ELLs in a large urban school district in California. Second, using the Waterford evaluation as an example, this paper discusses the conditions necessary for conducting an evaluation that yields useful information about a program's implementation and effectiveness. The paper also highlights the importance of communicating those findings in a clear way so as to be meaningful to stakeholders and decision-makers in order to facilitate the goal of improving the education of young ELLs.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::9613b984a889b41673c0eee4f6b63b0c https://doi.org/10.1177/1362168808095522 Zobrazit plný text záznamu