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Teacher Perceptions Of Educational Supports That Help Bridge The Science Achievement Gap For English Language Learners: A Phenomenological Study, Monica Esquivel Manning
Teacher Perceptions Of Educational Supports That Help Bridge The Science Achievement Gap For English Language Learners: A Phenomenological Study, Monica Esquivel Manning
Educational Leadership & Policy Studies Dissertations
English language learner (ELL) students account for 19.6% of the Texas public school system (Texas Education Agency, 2019). National and state assessment data showed a learning gap between ELL students and their non-ELL counterparts, specifically in science (Texas Education Agency, 2017a; United States Department of Education, 2015). This qualitative study was conducted to examine how teachers of ELL students in a dual language program perceived the educational supports they received affected student achievement in science. The teachers who were interviewed had worked diligently to reduce the achievement gap in science. Using social cognitive theory as a theoretical framework, I explored …