To prepare preservice secondary science teachers to teach English learners (ELs), teacher education programs must provide sustained coursework and experiences in principles and strategies found effective in supporting ELs' learning of science. In the context of a teacher education program recognized for its attention to ELs, we investigated seven preservice secondary science teachers' understanding of academic language and of how to support EL students' use of academic language. More specifically, over the course of their 13-month program, we examined changes in (a) preservice teachers' understanding of the three levels of academic language (i.e., lexical, or vocabulary; syntactic, or sentence; and discursive, or message) and (b) the types of instructional support they reported using at each level (e.g., peer collaboration at the discursive level). We also compared their understanding of academic language and instructional support both to their experienced cooperating teachers' understanding and to their actual classroom practice. From qualitative analysis of data collected, we found that preservice teachers understood academic language as more than just vocabulary-as spanning lexical,

Previous research in second language writing has shown that when scoring performance assessments even trained raters can exhibit significant differences in severity. When raters disagree, using discussion to try to reach a consensus is one popular form of score resolution, particularly in contexts with limited resources, as it does not require adjudication by at third rater. However, from an assessment validation standpoint, questions remain about the impact of negotiation on the scoring inference of a validation argument (Kane, 2006(Kane, , 2012. Thus, this mixed-methods study evaluates the impact of score negotiation on scoring consistency in second language writing assessment, as well as negotiation's potential contributions to raters' understanding of test constructs and the local curriculum. Many-faceted Rasch measurement (MFRM) was used to analyze scores (n = 524) from the writing section an EAP placement exam and to quantify how negotiation affected rater severity, selfconsistency, and bias toward individual categories and test takers. Semi-structured interviews with raters (n = 3) documented their perspectives about how negotiation affects scoring and teaching. In this study, negotiation did not change rater severity, though it greatly reduced measures of rater bias. Furthermore, rater comments indicated that negotiation supports a nuanced understanding of the rubric categories and increases positive washback on teaching practices.

No abstract

No abstract

This study sought to replicate and extend a previous study in which social anxiety was associated with poorer recall of the details of a social interaction as well as to test various hypotheses derived from Trower and Gilbert’s (1989) psychobiological/ethological theory of social anxiety. Socially anxious and nonanxious undergraduate students participated in a heterosocial conversation with a confederate under the observation of a second subject. Consistent with the previous study, there was some evidence that social anxiety was associated with poorer recall of interaction details for women. Social anxiety and recall were unrelated for men. Men demonstrated poorer recall than women overall. The hypotheses derived from Trower and Gilbert’s theory were largely supported, suggesting socially anxious individuals view social interactions as competitive endeavors in which they are ill equipped to challenge the other person. Rather, they adopt self-effacing strategies, but still doubt their success. Finally, the judgments of nonanxious individuals about their impact on others appeared to be positively biased. Implications for cognitive theories of social anxiety are discussed.