A r c h i v e d  I n f o r m a t i o n

Center for Research on the Education of Disadvantaged Students (CDS)

Project #7123: Cooperative Learning in Bilingual Education

Project Description: Cooperative Learning in Bilingual Education adapted and evaluated a specific cooperative learning method designed to strengthen the bilingual reading comprehension and writing skills of at-risk elementary school students from bilingual reading backgrounds. The project studied the effects of the Cooperative Integrated Reading and Composition (CIRC) program on the ability of limited English proficient students to read in Spanish and English, and the effects in the upper elementary grades on reading performance in English.

Implementation and evaluation of CIRC began in elementary school classrooms in the Ysleta Independent School District in El Paso, Texas. Research findings from the first two years were used to used to develop CIRC activities for implementation in the Goleta Union School District in Santa Barbara, CA in Years 3-5.

PROJECT OFFICER (1)

Project Director: Duran, Richard
Institution: University of California, Santa Barbara, School of Education, Phelps 2317, Santa Barbara, CA 93106
PHONE: (805) 893-3555 ...... FAX: (805) 893-7264

PROJECT OFFICER (2)

Project Director: Calderon, Margarita
Institution: University of Texas, El Paso, 3001 Cabot, El Paso, TX 79935
PHONE: (915) 595-5971 ...... FAX: (915) 595-6747

List of Selected Publications

Statement of Finding(s): Limited English Proficient students increase their reading achievement in Spanish and English using CIRC, compared to control students. Staff development was found to be a central aspect of successful development and use of CIRC.

Description of Finding(s): The main activities and results have included: Teachers and research staff at both sites have developed and revised CIRC Treasure Hunt curriculum materials and other adjunct learning materials in both Spanish and English. UTEP and UCSB staff in collaboration with Ysleta school district staff conducted statistical analyses of standardized reading and language arts test scores and language proficiency test scores collected at the Ysleta site to the 12 treatment classrooms and the 12 comparison classrooms. Preliminary analyses indicate significantly better test scores among students who have been in CIRC two or more years at the 4th grade level as compared to comparison non-CIRC 4th grade classrooms. Significant results were also found for students at the 3d grade level who had been in CIRC for one year, as well as two years. No significant results were found for 2nd grade students.

Reanalysis of Ysleta CIRC test score data for 199091 showed that 1 to 3 of 4 CIRC classrooms at each grade level (2nd through 4th) earned statistically significant higher CIRC-specific post test scores than the 4 comparison classrooms at the same grade level after controlling for initial reading level earned on the CIRC-specific pretest.

Study of CIRC teacher participation and staff development occurred at both sites. UTEP researchers administered teacher development questionnaires to treatment and comparison teachers, and UCSB staff continued intensive ethnographic study and documentation of CIRC teaching practices among teachers at the Goleta site.

UTEP and UCSB staff worked intensively on development of performance based measures of CIRC achievement and on the study of student and teacher interaction during CIRC activities. UTEP staff concentrated on performance-based CIRC products that might be included in student achievement portfolios. UCSB staff conducted intensive socio-linguistic and discourse analyses of children' and teachers' interaction during CIRC activities. Analyses revealed a number of behaviors, including student self-assessment behaviors, teaching strategies, and learning strategies that can be documented through videotaping and that can be included as videotaped products for inclusion in CIRC group achievement portfolios.

Are data from the study available? Yes, with school district consent

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