Education Commons^™

Predictive Nature Of Teacher Traits On Academic Achievement Of African-American Students, Lacoñia Rayelle Nelson

Walden Dissertations and Doctoral Studies

Historically, biases, a lack of cultural diversity in teacher and administrative staff and misunderstanding about methods for teaching low socioeconomic students have related to the underperformance of African-American students when compared with their European American peers. Therefore, this quantitative, cross-sectional study was conducted to explore the impact of teachers' ethnicity, years of experience, and motives of hope and fear on the academic success of African-American students in reading and math. Data were collected from 55 7th- and 8th-grade teachers from a charter school system (25 reading teachers and 30 math teachers) using a survey and the Multi Motive Grid. Forward …

Influence Of Two Instructional Models On Reading Achievement Of Esl Middle School Students, Thomasine Campbell Hassell

Walden Dissertations and Doctoral Studies

English as second language (ESL) students are not meeting reading proficiency standards

compared to their native English-speaking middle school peers. To address the low achievement

scores among ESL students, the study site implemented an instructional hub in which trained

ESL resource teachers used the sheltered instruction observation protocol (SIOP) model. The

purpose of this quasi-experimental study was to examine the difference in reading achievement

scores between ESL students who participated in the instructional hub and those who

participated in traditional instruction. Krashen's second language acquisition theory and Terrell's

natural approach theory provided the framework for the study. Archival data from …

Stakeholders' Perceptions Of English Language Learners Meeting Adequate Yearly Progress In Reading, Susan Calibo Loney

Walden Dissertations and Doctoral Studies

English language learners (ELLs) in a Midwestern urban elementary school have not been meeting the local school's adequate yearly progress (AYP) in reading in 3 consecutive years on statewide test scores. Meeting school standards is important because failing to meet AYP for 6 consecutive years can result in the restructuring or closing of any public school in the nation. The rationale for this qualitative case study was to examine the perceptions of stakeholders, 7 parents, teachers, and school administrators, all of whom have demonstrated knowledge of and proximity to the school's AYP decisions, to develop vocabulary strategies that may increase …

The Relationship Among Esol Services, Vocabulary, And Reading Comprehension In Primary Grades, Cassandra Marie Arcila-Knortz

Walden Dissertations and Doctoral Studies

With the growing English for speakers of other languages (ESOL) population in the United States, English instruction is becoming vitally important in schools. Despite this growing need, many schools are eliminating ESOL support services that promote English learning, and some schools are eliminating ESOL support services in primary grades. The purpose of this quantitative study was to determine whether providing ESOL support in kindergarten improved students' reading level, vocabulary, and reading comprehension. Vygotsky's social learning theory and theory of proximal development provided the theoretical framework of the study. The research questions concerned differences in comprehension scores, vocabulary scores, and reading …