Papers by Andwatta Barnes
Proceedings of the 2023 AERA Annual Meeting
Proceedings of the 2022 AERA Annual Meeting
ETS Research Report Series, 2012
This paper offers a chain of evidence collected to identify and verify the domain of teacher know... more This paper offers a chain of evidence collected to identify and verify the domain of teacher knowledge and skills required to teach ELLs content effectively in mathematics, science, reading/English language arts, and social studies. We initially assessed this domain through a review of literature and state standards for nonspecialized teacher certification. We developed a set of 67 evidence statements in 2 categories: pedagogical knowledge and linguistic knowledge. We conducted a national survey of practitioners and teacher educators to validate these statements, receiving 269 responses. A panel of 14 teacher educators and teachers further validated the statements by reaching consensus that the statements support the claims of the assessment under development. We found that the domain of knowledge necessary to teach ELLs in the content areas is insufficiently defined in the standards and literature. However, we identified that across the content areas, teachers should have knowledge and understanding of the register of the particular discipline. Beyond merely understanding the linguistic demands of a given discipline, teachers should also be able to raise ELLs' metalinguistic awareness of effective oral and written communication in the language of the content area. Also, teachers' use of multimodal instructional materials was deemed commonly essential in assessing teacher knowledge. Finally, we acknowledge that the chain of evidence collected in this line of research is a small step taken forward to understanding what should be assessed and how. With that, we offer future directions for research.
McNair Scholars Journal, 1998
Since 1980 the number American students enrolled in public schools has been rising, while the ava... more Since 1980 the number American students enrolled in public schools has been rising, while the availability of African American teachers has been falling. According to Hodgkinson (1993), minority students will constitute approximately 33 percent of the total school enrollment in the United however, only 12 percent of the total K-12 teachers are from minority
Educational linguistics, 2022
Uploads
Papers by Andwatta Barnes