Work

How equally do teachers distribute their attention across students classified as English learners (ELs) and their non-EL peers in science classrooms? A frequency analysis of monolingual and bilingual teachers’ interactions with different student grouping configurations

Year: 2024

Type: article

Study design: Observational Study

Source: International Multilingual Research Journal

DOI: 10.1080/19313152.2024.2303275

Authors: Guillermo Solano-Flores, Maria Araceli Ruiz-Primo, Min Li, Xueyu Zhao, Chelsey Shade, Ashley Chrzanowski

Institutions: Stanford University, University of Washington, Duke Kunshan University, Northwest Evaluation Association, University of Colorado Boulder

Language: English

Topic: Multilingual Education and Policy

Subfield: Linguistics and Language

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: closed

Funder: National Science Foundation

Award: Collaborative Research: Examining Formative Assessment Practices for English Language Learners in Science Classrooms

OpenAlex ID: W4390911513

FWCI: 7.029

Cites: 81

Cited by: 5

Related to: 10