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Teacher Trust In The Principal: Does It Impact Achievement For Students With Disabilities And English Language Learners?, William Fahey
Teacher Trust In The Principal: Does It Impact Achievement For Students With Disabilities And English Language Learners?, William Fahey
Theses and Dissertations
School improvement continues to remain a focus across the nation as evidenced in the U.S. Department of Education Performance Plan (2017) and the Every Student Succeed Act (ESSA). Achievement gaps continue to exist for certain populations, specifically Students with Disabilities (SWDs) and English Language Learners (ELLs). Building on the school improvement research of Bryk, Bende-Sebring, Allensworth and Luppescu (2010) and the relational trust research of Hoy and Tschannen-Moran (1998, 1999, 2003), this research study examined the relationship between teacher-principal trust items on the NYC School Survey and student achievement on state assessments over a four-year period for four student sub-groups: …
Language Acquisition In Bilingual Education And Full Immersion In English As A New Language Programs: An Explorative Case Study Of Three Elementary Schools, Rhonda Gracey Antoine
Language Acquisition In Bilingual Education And Full Immersion In English As A New Language Programs: An Explorative Case Study Of Three Elementary Schools, Rhonda Gracey Antoine
Theses and Dissertations
With a growing English Language Learners (ELL) population in New York State (NYS), schools need to investigate best practices to serve this population. Based on a NYS Regulation, CR 154-2, districts with 20 or more ELL students who speak the same language at any given grade level should provide bilingual education (BE) all day, while districts with fewer than 20 students who speak the same home language at any given grade level may take English as a New Language (ENL) classes all day. Bilingual classes, where instruction is provided in a mix of English and the students’ home language, typically …