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Preparing In-Service Elementary Teachers To Support English Language Learners: A Qualitative Case Study Of A Job-Embedded Professional Development Using Tpack, Rachel Theresa Lopez
Preparing In-Service Elementary Teachers To Support English Language Learners: A Qualitative Case Study Of A Job-Embedded Professional Development Using Tpack, Rachel Theresa Lopez
Theses and Dissertations
Nation-wide, the number of English Language Learners (ELL) in our classrooms continues to increase. Twenty percent of students enrolled in California public schools are ELLs, the highest percentage in the nation. With the continuously growing number of ELLs in our classrooms, our mainstream teachers must be prepared to teach content and meet the unique linguistic needs of these students. At Sotomayor Elementary School in the Central Valley of California, 38% of the students enrolled are ELLs. Despite high numbers of ELLs, the district sees minimal evidence of intentional planning for Designated English Language Development (D-ELD), or instruction specifically targeted to …
The Impact Of An Interactive Simulation Program On English Language Learner Achievement In A Middle School Science Classroom, Scott Sutherland
The Impact Of An Interactive Simulation Program On English Language Learner Achievement In A Middle School Science Classroom, Scott Sutherland
Theses and Dissertations
The purpose of this study was to determine how a particular technology program, Gizmos, would impact English language learner students in demonstrating their verbal and written comprehension of science content at a proficient level. Gizmos were incorporated as an intervention to facilitate the teaching of two different topics, convection cells and hurricane motion. This study involved three English language learner students with varying World-Class Instructional Design and Assessment (WIDA) proficiency levels between one and four. Semi-structured interviews, semi-structured observations, and work samples were conducted and collected from each of the participants. My analysis demonstrated a strong correlation between the use …
How Can Equity-Focused Inquiry Uncover The Causes For The Opportunity Gaps Our Students Of Color Experience?, Stephanie Becks
How Can Equity-Focused Inquiry Uncover The Causes For The Opportunity Gaps Our Students Of Color Experience?, Stephanie Becks
Theses and Dissertations
The purpose of this study was to determine how equity-focused inquiry could uncover gaps in opportunity for our students of color and determine root causes for those gaps. Through Inquiry as Stance and Critical Race Theory (CRT) as the driving frameworks, this study used practitioner inquiry to understand what gaps, if any, were present for students of color within our school. If gaps in opportunity were present, this study also aimed to discover what school level factors were contributing to the gaps. Three cycles of inquiry were used to help answer the following questions: (1) What common gaps in opportunity …
Use Of Formative Assessment To Structure Flexible Differentiated Learning Groups: A Pathway To Equity, Deanna M. Westedt
Use Of Formative Assessment To Structure Flexible Differentiated Learning Groups: A Pathway To Equity, Deanna M. Westedt
Theses and Dissertations
The action research contained in this study seeks to identify the impact of formative assessment in the structuring of flexible differentiation in order to provided equity within the self-contained classroom for all intersectionalities amongst elementary students. Grounded in community of practice theory, the research explores structures within flexible differentiation and small group learning that provide students of varied and overlapping identities with access and equity within the four walls of the self-contained classroom. Additionally, the influence of flexible differentiation on the affective nature of students was explored. The teacher-researcher utilized a mixed-methods approach in order to provide a holistic picture. …