Education Commons^™

Elementary And Middle School Administrators’ Decisions About Professional Development For Bilingual Educators, Enid Montalvo

Walden Dissertations and Doctoral Studies

K–8 school administrators are expected to provide professional development (PD) to bilingual teachers that will enhance instructional practices. PD is an important factor that may lead to student academic achievement. However, it was unclear in what ways K–8 administrators provided PD for bilingual teachers to enhance instructional practices for Latino English-language learners (ELL). The purpose of this basic qualitative study was to explore how K–8 administrators used reflective practices to identify ELL-focused PD for bilingual teachers within two Midwestern school districts. The conceptual framework for the current study was Schön’s theory of reflective practice. The guiding questions asked how K–8 …

Perceptions Of Parents Of K-5 English Language Learners Regarding Teacher-Parents Nights, Jean David Annulysse

Walden Dissertations and Doctoral Studies

AbstractFewer than 10% of the parents of K-5 English language learners (ELLs) participated in teacher-parents interview nights in a Northeastern United States urban public elementary school district. The purpose of this basic qualitative research was to identify the factors influencing the capacity of the parents of K-5 ELLs to participate in teacher-parents interview nights. The research question focused on identifying the factors influencing the capacity of the parents of K-5 ELLs to participate in teacher-parents interview nights. The conceptual framework was the school community theory developed by Epstein, which posits separate responsibilities of families and schools, shared responsibilities of families …

Teachers Support For English Language Learners To Build Inquiry Skills In Online Biology Simulations, Hermione Joseph-Orelus

Walden Dissertations and Doctoral Studies

The population of English language learners (ELLs) is on the rise in the United States, but they are lagging behind English speaking students in several subject areas--including biology. Scholarly literature lacks information on how biology teachers use scaffolding strategies to support ELL students with inquiry skills during online simulations. The purpose of this qualitative multiple-case study was to explore how biology teachers support ELLs in learning biology, using biology simulations to promote inquiry learning. The conceptual framework for this study included the constructivist perspective regarding the zone of proximal development, Electronic Quality of Inquiry Protocol, and technology use in science …

Educational Development Needs Of Higher Education Faculty Working With Ells, Kevin Joseph Martin

Walden Dissertations and Doctoral Studies

This study was undertaken to examine the educational development (ED) needs of higher education (HE) faculty who have English language learners (ELLs) in their mainstream courses but do not have specialized training in teaching such students. A quantitative approach was used to explore the impact of any existing ED and areas that might need improvement. This study, guided by andragogy, examined the pedagogical needs of these HE faculty. A cross-sectional analysis of online survey data using a multiple analysis of variance (MANOVA) and multiple analysis of covariance (MANCOVA) examined the ED needs and available resources of faculty with respect to …

International Students' Use Of English Language-Learning Strategies At A Private High School, Bobetta Young

Walden Dissertations and Doctoral Studies

International students in the United States enroll in private and public high schools with a goal to graduate and attend an American university. This goal is often difficult to achieve because these students are not acquiring the academic English necessary to be successful in a post-secondary setting. The purpose of this qualitative case study was to investigate what language-learning strategies (LLS) a group of East Asian international students at a private American high school had self-regulated and what strategies their content area teachers had taught them to use to become proficient in academic English. The conceptual framework was Oxford's findings …

Effective Characteristics Of Rural English Learner Programs, Sarah Huseby

All Graduate Theses, Dissertations, and Other Capstone Projects

The purpose of this quantitative study was to examine specific characteristics of English learner programs in a rural areas in order to determine possible factors that promoted higher English language proficiency growth for English learners. The subjects in this study were English learner teachers and administrators from five micropolitan school districts in a rural Midwestern state. The school districts in this study were identified and recruited based on two specific criteria: a mircopolitan community and a student population of English language learners. The study utilized both survey and archival data. The survey was administered to all EL teachers and administrators …

Technology Integration By General Education Teachers Of English Language Learners, Marie Simone Anglin

Walden Dissertations and Doctoral Studies

There is a growing population of English language learners (ELLs) in elementary schools across the United States, and a current academic achievement gap between ELLs and non-ELLs. Researchers have found that integration of Web 2.0 tools has benefitted ELLs in language learning settings, outside of the general classroom. The research problem addressed in this study, based on TPACK, explored general education teachers' experiences with integrating Web 2.0 technology to support academic language acquisition by ELLs and revealed the successes and challenges the teachers encountered. The 6 female participants in this qualitative interview study were required to have experience (a) as …

Creating Inclusive Learning Communities For Ell Students: Transforming School Principals' Perspectives, Kathryn Brooks, Susan R. Adams, Trish Morita-Mullaney

Kathryn Brooks

School-level administrators are often concerned about tertiary supports for English language learners (ELLs), such as translating signs and school documents or offering Spanish classes for their teachers. Although modeling and learning the heritage language(s) of the ESL population can be helpful, its focus on language differences can limit our considerations of broader systemic challenges that impact the success of ELLs in our schools. This article shares the dialogues that school administrators are having about ELL students and discusses the use of social justice and equity focused professional learning communities as a way to transform this discourse to address the broader …

English Language Learners In Title I Programs In New Mexico Public Schools, Gabriel C. Baca

Teacher Education, Educational Leadership & Policy ETDs

Title I of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.) and subsequent reauthorizations require the United States Department of Education to distribute funding to states that ultimately goes to local school districts for the purpose of improving the academic achievement of disadvantaged students, including English Language Learners (ELLs). In New Mexico, 64% of public school students participate in Title I programs, and 16% of all New Mexico students are ELLs. However, no studies to date have explored how New Mexico public school districts are implementing Title I with respect to English Language Learners. Therefore, …

California Community Colleges Student Equity, Esl And Basic Skills Students, Janet L. Daugherty

Scholarship and Engagement in Education

The leadership of California Community Colleges had been tasked with examining the data of English Language Learners (ELL) in urban, rural and suburban settings. This student popluation has difficulty navigating noncredit language courses that are prerequisites to college level credit courses leading to specialized certiciates and/or an associate's degree. The leaders at the community college level discovered gaps in student course completion data, students for whom English is a second language (ESL). These students sometimes do not receive support services toward successful course completion. Through analyzing course completion data, the leaders can implement student support services to assist ELL in …

A Meta-Analysis Of Research-Based Reading Interventions With English Language Learners, Maritza Torres

Electronic Theses and Dissertations

The Response to Intervention (RTI) model, introduced as part of the reauthorization of the Individuals with Disabilities Education Act in 2004, is a proactive process of early interventions and evidence-based instruction for all students. RTI has additional intensive and individualized interventions to prevent student underachievement, including students at risk for academic failure and culturally and linguistically diverse students (Vellutino et al., 1996; Donovan & Cross, 2002; Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006; Fuchs & Fuchs, 2006; Vellutino, Scanlon, Small, & Fanuele, 2006; Al Otaiba et al., 2009). Klingner and Edwards (2006) suggest that the needs of culturally and linguistically …

Improving Instruction For English Language Learners Through The Development Of Coteaching, Anna Parrish

Walden Dissertations and Doctoral Studies

Researchers have described how a missing element in instructional services for English language learners is effective collaboration between general education and English for speakers of other languages (ESOL) teachers. This collaboration is vital to the success of English language learners. This multisite case study was designed to gain insight into current practices and how to improve collaboration between educators in a way that improves instructional services for English language learners. Knowles' theory of andragogy, the transfer of learning theory, and constructivism were used as a basis for analyzing educators' perspectives and instructional practices. Two sites were selected for the study-one …

Creating Inclusive Learning Communities For Ell Students: Transforming School Principals' Perspectives, Kathryn Brooks, Susan R. Adams, Trish Morita-Mullaney

Susan Adams

School-level administrators are often concerned about tertiary supports for English language learners (ELLs), such as translating signs and school documents or offering Spanish classes for their teachers. Although modeling and learning the heritage language(s) of the ESL population can be helpful, its focus on language differences can limit our considerations of broader systemic challenges that impact the success of ELLs in our schools. This article shares the dialogues that school administrators are having about ELL students and discusses the use of social justice and equity focused professional learning communities as a way to transform this discourse to address the broader …

Latino Emergent Bilingual Students' Experiences With The Middle School Transition, Kerry Pecho

Theses and Dissertations

This thesis reports the findings of a qualitative study that examined how Latino emergent bilingual students anticipate and experience the transition from a bilingual elementary school program to middle school. Sixth, seventh, and eighth grade students who were native Spanish-speakers participated in focus group discussions. Overall, participants described positive transition experiences, and much of the content was not unique to these students (e.g., feeling nervous, looking forward to more activities). Other content, though, revealed transition experiences that may be unique to this population (e.g., dramatic shift in ethnic and linguistic backgrounds of peers). Participants' responses suggested that they experience a …

Educational Engagement In Boston’S Vietnamese Community: Asian American Studies Program Student-Faculty-Alumni Engagement With Teachers, Students, And Families Of The Mather School (Bps) In Dorchester, Asian American Studies Program, University Of Massachusetts Boston

Office of Community Partnerships Posters

Founded in 1639, the Mather Elementary School in Dorchester is the oldest public elementary school in the US. In 2012, nearly 40% of Mather students were Vietnamese American from immigrant households. The Mather School’s Vietnamese Structured English Immersion (SEI) program is the largest in Boston. In 1993, Ngoc-lan (Loni) Nguyen, a Vietnamese refugee student in education and Asian American Studies at UMass Boston, was hired as a 4th grade bilingual teacher. Many of Lan’s students later attended UMass Boston where they reconnected educationally with the importance of Vietnamese American identity, community, and empowerment in AsAmSt courses. In 2007, Lan visited …

Educational Leaders Serving Language Minority Students (1965-2001), Jenny Maria Neal

Dissertations

This study analyzes three legislations that affected education for language

minority students. The research starts with a historical overview of the foundation of the

United States and the education of the non-English speaking population. It examines the

conditions that led to the first Bilingual Education Act of 1968, the changes that appeared

in the Bilingual Education Act of 1974, and the development of Title III of the No Child

Left Behind Act of 2001. The country's response to English language learners and their

individual learning needs is looked at throughout each listed time period, as well as the

implications for …

Improving Educational Outcomes Of English Language Learners In Schools And Programs In Boston Public Schools, Miren Uriarte, Faye Karp, Laurie Gagnon, Rosann Tung, Sarah Rustan, Jie Chen, Michael Berardino, Pamela Stazesky, Eileen De Los Reyes, Antonieta Bolomey

Gastón Institute Publications

Using 4 years of student-level demographic, enrollment and testing and school-level characteristics, this study analyzes the enrollment and outcomes of English Language Learners (ELLs) in Boston Public School between SY2006 and SY2009 and assess the relative impact of individual and school level factors in testing outcomes of ELLs. The study reports on the improvement in ELL dropout rates and testing outcomes during the period of observation. It reports also on the outcomes of ELLs at different levels of English proficiency and finds (1) higher dropout rates and lower testing performance among low English proficiency students; (2) a minimal proportion of …

Learning From Consistently High Performing And Improving Schools For English Language Learners In Boston Public Schools, Rosann Tung, Virginia Diez, Laurie Gagnon, Miren Uriarte, Pamela Stazesky, Eileen De Los Reyes, Antonieta Bolomey

Gastón Institute Publications

Against a backdrop of increasing BPS ELL enrollment, district ELL leadership transitions, state and federal policies affecting ELL education, and with the knowledge that many teachers and administrators within the Boston Public Schools are expert practitioners with ELL students, we addressed the following research questions:

• In which BPS schools were ELL students performing at a consistently high level or showing steady improvement during SY2006-SY2009?
• What were some of the practices that these schools’ staffs credited with their success with ELL students during SY2006-SY2009?
• Which of the practices identified by school staff were shared among the selected schools?

Through case study …

Designing And Implementing Two-Way, Dual Language Programs: Issues To Consider, April Haulman, Regina Lopez

Administrative Issues Journal

With growing pressure on school administrators to close the achievement gap for English language learners, two-way immersion programs are being considered in increasing numbers across the nation. In this program design, language minority children are placed in classrooms with native English speakers and both groups of children learn and achieve in both languages. In well-designed programs the outcomes show that the program produces academic achievement across the curriculum that is equal or better than students educated in monolingual classrooms on standardized tests in English. Plus they also enjoy the benefits of becoming balanced bilinguals. This report reviews the literature on …

Creating Inclusive Learning Communities For Ell Students: Transforming School Principals' Perspectives, Kathryn Brooks, Susan R. Adams, Trish Morita-Mullaney

Scholarship and Professional Work – Education

School-level administrators are often concerned about tertiary supports for English language learners (ELLs), such as translating signs and school documents or offering Spanish classes for their teachers. Although modeling and learning the heritage language(s) of the ESL population can be helpful, its focus on language differences can limit our considerations of broader systemic challenges that impact the success of ELLs in our schools. This article shares the dialogues that school administrators are having about ELL students and discusses the use of social justice and equity focused professional learning communities as a way to transform this discourse to address the broader …

Teachers’ Attitudes Towards English Language Learners In Rural Schools Implementing Sheltered English And English As A Second Language Compared To Teachers’ Attitudes In Schools With No Clearly Defined Model Of Language Services, Mary R. Smith

Student Work

The need for accurate information about teachers' attitudes towards ELL student services in low incidence districts is essential. The purpose of this posttest-only comparative efficacy study was to determine elementary ( n = 28) and secondary teachers' (n = 28) reported attitudes on the Survey of Teachers in Rural, Low Incidence ELL School Districts (Reeves, 2006) about (a) general beliefs, (b) practices, (c) impact of inclusion, and (d) teacher supports towards English Language Learners in rural low incidence schools with a dual program model of Sheltered English and English as a Second Language compared to elementary ( n = 28) …

English Teachers And English Language Learners In Middle School Classrooms: Perspectives And Practices, Elmer Celso Manzanares

Electronic Theses and Dissertations

Public school classrooms in the United States are composed of an increasingly diverse population of learners. The number of students with limited proficiency in English has grown exponentially across the United States, yet their level of academic achievement lags significantly behind that of their language-majority peers.

The purpose of this study was to examine the attitudes, opinions and practices of middle school language arts/reading teachers regarding the inclusion of ELL students and the support they receive in their classrooms. The researcher administered a survey to 171 language arts/reading middle school teachers and interviewed six teachers from fourteen schools in a …