Data for: Improving English Language Arts Instruction in Indiana Dual Language Bilingual Education Classrooms

<p>This data set includes raw data of observation scores of Indiana elementary school classroom teachers’ English language arts instruction using the Sheltered Instruction Observation Protocol (Echevarria, Vogt, & Short, 2016). Participants are 15 teachers (7 treatment Dual Language Bilingual Education (DLBE) teachers; 8 comparison non-DLBE teachers) grades K-3 from two Indiana school districts. Treatment teachers received: (a) 15 credit hours of university coursework (5 courses) leading to English Language Learner teacher licensure, (b) an additional 6 credit hours (2 courses) leading to a Graduate Certificate in Dual Language Bilingual Education, and (c) 6 sessions of instructional coaching. Comparison teachers did not receive any treatments. Data were collected at the beginning, middle and end of the 2018-2019 school year and between November and December of the 2019-2020 school years.</p>

<p>We observed and video recorded each teachers’ English language arts (ELA) block four times over 18 months to examine changes over time and determine the impact of the training.</p>

<p>The data set includes raw scores for each teacher on each of the 30 SIOP items (organized around 8 broad components), as well as various tables and figures to compare the total mean scores, and mean scores on each of the 8 components.</p>