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Full-Text Articles in Education
Professional Development And Change In Teachers' Beliefs And Practice For Teaching English Language Learners, Kerong Wu
Theses and Dissertations
To provide quality education to all students, including ELLs, teachers need professional development designed and enacted according to best practice. However, a common problem for professional development is that teachers' practices often do not change. Implemented through the partnership collaboration with university, education, and public school faculty, the professional development designed in this study focused on educating teachers about needed content and engaging them in ways that would increase the likelihood they would enact such practices in their classrooms (Desimone, 2009; Opfer & Pedder, 2011; Penuel et al., 2007). The professional development program comprised six courses that adhered to the …
Understanding Adult English Language Learners' Experience With Self-Regulation In A Blended English Language Course, Karen T. Arnesen
Understanding Adult English Language Learners' Experience With Self-Regulation In A Blended English Language Course, Karen T. Arnesen
Theses and Dissertations
Self-regulation is necessary for success in any learning context, but for adult immigrants to the United States who are trying to learn English, it is critical. This qualitative research investigated 46 such learners enrolled in a blended English language course. Using Zimmerman’s 6 dimensions of self-regulation as a framework and data from observations, interviews, and reflexive journals, we attempted to understand and describe how these learners experienced self-regulation. We found that although these learners had strong desires to learn English, they lacked the self-regulation abilities that could bring their desires to fruition. They had difficulty transferring their desires to learn …
A Multiple-Cutoff Regression-Discontinuity Analysis Of The Effects Of Tier 2 Reading Interventions In A Title I Elementary School, Eli A. Jones
Theses and Dissertations
Reading failure in elementary school is highly correlated with future academic and social problems. Schools commonly use Tier 2 reading interventions in Response to Intervention (RtI) frameworks to help close the gap between at-risk readers and their peers who read on grade-level. This dissertation presents the findings of a quasi-experimental research study of the effects of three Tier 2 reading interventions in an urban Title I elementary school's RtI framework. A regression discontinuity design (RDD) with two cutoff points was used to assign 320 students in grades 1-6 to two types of Tier 2 reading interventions administered by paraeducators: direct …
The Nature And Function Of Professional Support Networks For Teachers Of English Language Learners, Betsy Lynn Ferguson
The Nature And Function Of Professional Support Networks For Teachers Of English Language Learners, Betsy Lynn Ferguson
Theses and Dissertations
The English learner (EL) population in the United States continues to grow. To improve their pedagogy in working with this population, many educators have received training in English as a Second Language (ESL), but the gap between ELs and their native English speaking peers persists. When teachers engage as members of professional support networks, they are more likely to successfully implement the strategies learned in their ESL professional development (Echevarria, Richards-Tutor, Chinn, & Ratleff, 2011). This study considered the nature and function of the professional support network of a district's ESL-endorsed teachers. Using network theory methods, 257 teachers and other …
The Effects Of A Small-Group Direct Instruction Intervention On The Reading Achievement Of English Language Learners, Laurie Ottehenning
The Effects Of A Small-Group Direct Instruction Intervention On The Reading Achievement Of English Language Learners, Laurie Ottehenning
Theses and Dissertations
This study analyzes the effects of a Tier 2, small group intervention developed by the Exemplary Center for Reading Instruction (ECRI) that employs direct instruction strategies (including scripted sequenced lessons, teacher modeling, and repeated practice). The reading achievement of 15 English language learners (ELLs) in the ECRI intervention was compared to the reading achievement of 12 ELLs in a computer-based reading intervention. The reading achievement of 27 ELLs was also compared to the reading achievement of 48 non-ELLs in the interventions. Repeated measures ANOVAs and independent t-tests analyzed the results of the Kaufman Test of Educational Achievement-II Brief, pre- and …
Supporting Ongoing Language And Literacy Development Of Adolescent English Language Learners, Jason T. Jay
Supporting Ongoing Language And Literacy Development Of Adolescent English Language Learners, Jason T. Jay
Theses and Dissertations
Literacy proficiency is critical for success both in and out of school; yet adolescent English language learners (ELLs) are not performing at the level of their English-speaking peers. This qualitative study focused on ways in which one successful high-school teacher facilitated literacy events as a way to provide language and literacy support for these students. The findings describe the actions of the teacher, the affordances made by these actions, and how the students took up those affordances. Teacher actions included creating a safe and comfortable atmosphere, following a routine, and participating in sharing activities. Affordances included opportunities for using vocabulary …