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News from September 2018

Latest “10 Key” guide explores research-based strategies for teaching English language learners
September 12, 2018

Experts from The Meadows Center for Preventing Educational Risk (MCPER) have condensed the knowledge from a broad range of research into 10 practical ideas—and accompanying examples and scenarios—that states, school districts, and schools can use to ensure that all teachers provide high-quality instruction that leads to English language learners (ELLs) achieving rigorous standards.

"10 Key Policies and Practices for Teaching English Language Learners" offers recommendations and examples stated in clear language that are grounded in findings from solid research studies. Topics include understanding the wide variability in the ELL population and individual students' abilities and backgrounds, analyzing lessons to support ELLs' understanding of language and content, building on background knowledge, strategically using ELLs' native language, providing structured opportunities for ELLs to engage in peer discussion about content, and more. Also included is an extensive list of the research evidence supporting the recommendations. 

The document is the ninth installment of MCPER's "10 Key" series, which features similar lists of practical, research-based recommendations for specific topics of interest to educators. Links to all nine documents are available on the MCPER home page. 

Download "10 Key Policies and Practices for Teaching English Language Learners" today from the MCPER Library.

MCPER chosen to lead national network to study intersection of behavior and academics
September 10, 2018

MCPER has been awarded a $4 million federal grant to launch a national network to investigate how to better merge behavior support within reading and mathematics interventions. 

The new initiative, Behavior and Academic Supports: Integration and Cohesion (Project BASIC), is led by Principal Investigator Nathan Clemens. The award is through the Institute of Education Sciences Research Networks competition, which brings together research teams to "advance the field's understanding beyond what an individual team could do on its own. Combined, these research teams are charged with creating a body of knowledge and assisting policymakers and practitioners who need to use such information to strengthen education policies and programs to improve student education outcomes," according to the Institute of Education Sciences website.

Studies have shown that academic and behavioral difficulties are linked. This problem is no secret to educators, but merging intervention for academic and behavior skills has proven to be challenging. To investigate this issue, Project BASIC—already up and running in 10 elementary schools in Austin Independent School District—will examine how to more cohesively integrate behavior support strategies within reading and mathematics interventions for struggling learners in second and third grades. Across the first 2 years, Project BASIC will target the integration of behavior support within reading interventions. During years 3 and 4 of the project, the focus will shift to the integration of behavior support within mathematics interventions. A particular focus of the behavior support will be on academic engagement, which stands at the intersection of learning and behavior. The research team will use a sequential, multiple assignment, randomized trial (SMART) to evaluate whether an adaptive intervention that embeds behavioral self-regulation strategies within increasingly intensive reading and math interventions leads to positive effects on academic and behavioral skills for students. 

For more information about Project BASIC, contact the team at utprojectbasic@gmail.com.

Tags: Reading Institute  Behavior and Academic Supports: Integration and Cohesion (Project BASIC)