The cost-effectiveness of an English language curriculum for middle school English learners.

Best practice suggests that curricular decisions be made on the evidence base of the content and the contextual fit of the curriculum to the school setting, and with coaching to help teachers effectively use curricula. Messages from the federal government encourage school administrators and researchers to consider the costs of a program. The Middle School English Learner Project, an evaluation of the Direct Instruction Spoken English curriculum, provides the opportunity to document and analyze the cost-effectiveness (CE) of a high-quality implementation of one English language program. Results indicate that the majority of costs are associated with training and coaching, with potential economies of scale through training multiple teachers together. Importance of using CE analyses to inform decisions is discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Measuring Explicit Instruction Using Classroom Observations of Student-Teacher Interactions (COSTI).

This article describes the development and technical adequacy of the Classroom Observations of Student Teacher Interactions (COSTI) instrument, a tool for measuring the frequency and rate of explicit instructional interactions, such as those used in Direct Instruction curricula, for teaching children basic reading and math skills. COSTI was originally developed to provide teachers with coaching feedback to improve their explicit reading instructional practices, and has been shown in multiple studies to be a reliable and valid predictor of student gains in beginning reading and math skills. This article discusses potential uses of the instrument for training and coaching across curricula with varying instructional design features, and lays out a future research agenda to further improve COSTI and related observation tools for studying explicit instructional practices and their contribution to student learning.

Diet discrimination factors are inversely related to δ15 N and δ13C values of food for fish under controlled conditions.

A recent literature review reported negative relationships between diet discrimination factors (DDFs = X(fish) - X(food) ; X = δ(15) N or δ(13) C) and the values of δ(15) N and δ(13) C in the food of wild organisms but there has been no laboratory-based confirmation of these relationships to date. Laboratory reared guppies (Poecilia reticulata) fed a series of diets with a range of δ(13) C (-22.9 to -6.6‰) and δ(15) N (6.5 to 1586‰) values were used to magnify diet-tissue dynamics in order to calculate DDFs once the fish had achieved equilibrium with each of the diets. Values of DDFs range widely for δ(15) N (7.1 to -849‰) and δ(13) C (1.1 to -7.0‰) and showed a strong negative correlation with the stable isotope value in the food for δ(15) N (slope = -0.59 ± 0.02, r(2) = 0.95) and δ(13) C (slope = -0.56 ± 0.02, r(2) = 0.94). Based on these relationships, the magnitude of DDF change over environmentally relevant values of δ(15) N or δ(13) C would be significant and could confound the interpretation of stable isotopes in the environment. Using highly enriched experimental diets, our study adds to a growing number of studies that undermine the consistent trophic enrichment paradigm with results that demonstrate the currently poor mechanistic understanding of how DDFs arise. The results of our study highlight that the magnitude of the stable isotope values in prey must be considered when choosing DDF values. Future laboratory studies should therefore be directed at uncovering the mechanistic basis of DDFs and, like others before, we recommend the determination of diet-dependent DDFs under laboratory conditions before modeling dietary proportions or calculating trophic positions.