This $779,514 federal Project Grant awarded by the National Science Foundation (CFDA 47.075 - Social, Behavioral, and Economic Sciences) to the Trustees of Clark University provides funding for a multi-year research project examining language and academic outcomes of K-4 students in bilingual education programs. The project aims to advance understanding of how factors like classroom instructional practices, educational program models, and student characteristics interact to impact language development and academic performance.
As part of the project, researchers will collect longitudinal data on teacher practices and student outcomes across diverse bilingual education programs. This includes observing teachers delivering math and literacy lessons, conducting semi-structured interviews, and utilizing multivariate growth modeling techniques to analyze the relationships between instructional approaches, program models, and student progress. The research findings are expected to offer evidence-based guidance for bilingual education programs and teacher practices to better meet the needs of linguistically diverse students.
The project also involves a sub-award to the University of North Carolina at Greensboro, where Dr. Coffman will serve as the Principal Investigator overseeing video coding of teacher behaviors and collaborating on dissemination activities. This sub-award supports the participation of graduate students in the research.
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