Qualitative and Quantitative Comparison of Instructional Practices and Learning Outcomes in Math Classes of Young Gifted English Learners

Balanced research and practice

Purpose of the study was to examine relationship between instructional strategies and student achievement of young gifted English learners in kindergarten. Intervention teachers were trained on how to use interactive and supportive scaffolding approach, whereas comparison teachers did not attend the training. Math open response assessment showed intervention students’ growth in mathematical reasoning significantly higher than comparison students. Classroom discourse analyses revealed that spiral Initiation-Response-Feedback (IRF) was more displayed in the intervention classes, whereas comparison classes displayed more of closed IRF. Further analyses of discourse between teachers and students revealed the followings: Intervention students exhibited more in-depth mathematical reasoning, visual-spatial abilities, and independent problem-solving skills on an open-ended geometry assessment than comparison students. The findings support the view that by integrating content and language scaffold into instruction delivery, teachers can support gifted ELs more effectively in their development of subject expertise, metacognition, and socio-emotional skills.