skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


  • Home
  • Search Results
  • Page 1 of 1

Search for: All records

Creators/Authors contains: "I, Ji_Yeong"

Note: When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external site maintained by the publisher. Some full text articles may not yet be available without a charge during the embargo (administrative interval).
What is a DOI Number?

Some links on this page may take you to non-federal websites. Their policies may differ from this site.

  1. ; ; (, AERA 2023)
    Many teachers reduce the language and cognitive demand of mathematical tasks to support Emergent Bilinguals (EBs), inadvertently withholding the opportunity to engage with rich mathematical tasks. This study employed collaborative professional development to work with an ELL-only Algebra 1 teacher to co-develop, co-teach, and co-analyze lessons designed to engage EBs in meaningful mathematical discourse. The research team used the Mathematical Quality of Instruction and Quality of Linguistically Diverse Teaching (QLDT) to measure improvement from pre-intervention to post-intervention lessons. Results indicate an improvement in teaching quality in almost every category, with some of the most notable changes occurring in the QLDT, suggesting that the teacher became more aware of EBs’ needs and supported EBs to overcome their language barrier. 
    more » « less
    Full Text Available