Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

PDF

2017

Theses/Dissertations

Atlanta University Center

Bilingual, Multilingual, and Multicultural Education

Articles 1 - 2 of 2

Full-Text Articles in Education

Teacher Perceptions Of The Esol Sheltered Delivery Model For Grades 9-12 In A Metro Atlanta School District, Nakia Simmons Cotton May 2017

Teacher Perceptions Of The Esol Sheltered Delivery Model For Grades 9-12 In A Metro Atlanta School District, Nakia Simmons Cotton

Electronic Theses & Dissertations Collection for Atlanta University & Clark Atlanta University

It was the goal of this study to examine teacher perceptions of the effectiveness of the English to Speakers of Other Languages (ESOL) Sheltered program model for 9th to 12th grade students as it relates to passing scores on the Assessing Comprehension and Communication in English State-to-State (ACCESS) for English Language Learners Test. This study also measured teacher perceptions of the ESOL Sheltered Program as it relates to academic improvement. The research focused on the possible relationships that may exist between ACCESS scores and ESOL teacher demographics, ESOL teacher training, ESOL teacher attitudes, ESOL teacher challenges, ESOL teacher efficacy in ...


Sheltered Instruction Versus Mainstream Classroom – The Impact Of Classroom Placement And Other Factors On The Achievement Of English Language Learners In Science: Implications For Educational Leaders, Ariana T. Magee May 2017

Sheltered Instruction Versus Mainstream Classroom – The Impact Of Classroom Placement And Other Factors On The Achievement Of English Language Learners In Science: Implications For Educational Leaders, Ariana T. Magee

Electronic Theses & Dissertations Collection for Atlanta University & Clark Atlanta University

The purpose of this study was to examine 9th and 10th grade ELL students’ science class placement - sheltered ESL class or non-sheltered mainstream class - and determine if there was a difference in their levels of achievement based on placement. Unlike other academic courses, science incorporates its own terminology that can be difficult for even mainstream non-ELLs to understand. With the goal for English Language Learners to develop scientific proficiency, ELLs must gain an understanding of science substance and practice exploratory propensities for the brain. This is unthinkable without an understanding of science vocabulary.

The researcher examined the following variables as ...