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The Impact Of Georgias Esol Endorsement On Teachers Attitudes And Secondary English Language Learners Ells Achievement
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Book Synopsis The Impact of Georgia's ESOL Endorsement on Teachers' Attitudes and Secondary English Language Learners (ELLs)' Achievement by : Traci McBride
Download or read book The Impact of Georgia's ESOL Endorsement on Teachers' Attitudes and Secondary English Language Learners (ELLs)' Achievement written by Traci McBride and published by . This book was released on 2012 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: As school districts are facing increasing pressure to meet annual yearly progress goals based upon the No Child Left Behind legislation (2001), teacher preparation and effectiveness, especially in teaching specific subgroups, is an issue that resonates with many educators today. This quantitative, causal-comparative study examined the impact teachers who have obtained an ESOL endorsement have on standardized test scores in six high schools within one district in northeast Georgia. Additionally, the researcher compared teachers' attitudes and perceptions of six themes towards ELL inclusion in their mainstream classrooms in these same schools with findings from the original survey designed by Reeves (2002). The findings suggest that the test scores of students who were taught by teachers with an ESOL endorsement were not significantly different from students' scores who were taught by teachers without an endorsement. Similarly, findings for the survey suggest that the only slight differences in the attitudes or perceptions of the inclusion of ELLs in mainstream, secondary classrooms between academic teachers in Reeves' study and the current study in the theme areas of language, training and support, and general attitudes.
Book Synopsis The Effect of Instruction and Teacher Attitudes on English Language Learners' Achievement by : Charlotte M. Golden
Download or read book The Effect of Instruction and Teacher Attitudes on English Language Learners' Achievement written by Charlotte M. Golden and published by . This book was released on 2009 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: Providing proven research-based instructional practice for teaching English Language Learners (ELL) students, along with the collection and analysis of student data, might provide educators with the justification needed to support specific programs. English as Second Language (ESL) programs are at a crossroads. This study examined and compared the achievement of high school ELL students following their instruction in inclusive programs and sheltered programs. Students' ACCESS test scores were compared and analyzed as well as teachers' perceptions of best instructional practices for ESL achievement. The data gathered and analyzed were intended to assist schools in making informed decisions about instruction, student progress, and programs for ELL students. Student results were examined individually and as a group average. Small differences were recorded. Individually the students who received instruction in a sheltered setting (Group B) had higher individual levels of proficiency than students who received instruction in an inclusive setting (Group A). However, on average the students who received instruction in the inclusive setting had slightly higher levels of proficiency in language acquisition than students in the sheltered setting. There was a small difference in the acquisitions of language for students who participated in inclusive ESL programs compared to those who participated in sheltered ESL programs. The students who received instruction in an inclusive setting (Group A) had higher individual levels of proficiency in mathematics and social studies than students who received instruction in a sheltered setting (Group B). On average, students who received instruction in the inclusive setting had higher levels of proficiency in language arts and social studies than students in a sheltered setting, while the average of students in a sheltered program had higher levels of proficiency in mathematics and science. Teachers posited that at times students should be sheltered for instruction, especially for English language instruction, in order for differentiated instruction to be employed more effectively. They also indicated that students should be included in the general education classroom for classes such as mathematics, with supports. No Child Left Behind has required educators to rethink how, why, and for whom they are designing instructional programs. Standards and benchmarks require teachers to be clear about what matters in subject content. Success on mandated state assessments requires inseparability between instruction and assessment. Teachers need to understand, appreciate and build upon student abilities, especially among the ELL population.
Book Synopsis English Language Learners in the Southeastern United States by : Ester J. de Jong
Download or read book English Language Learners in the Southeastern United States written by Ester J. de Jong and published by Rowman & Littlefield. This book was released on 2024-08-15 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the impact of and response to the rapidly growing English language learner (ELL) populations in the southeastern United States on K-16 schooling. Using examples of policy and practice from seven states (Alabama, Arkansas, Florida, Georgia, North Carolina, and Tennessee), the book explores how the contemporary context of accountability regimes and neoliberal tenets affect educational responses to the increased linguistic and cultural diversity in schools and how these realities may be different from when traditional states (such as California or Florida) were developing their responses to (im)migration. The collection of chapters addresses key questions of teacher preparation, effective infrastructures, and frameworks for serving ELLs, dual language bilingual education, and advocacy efforts at the state, district, and local level in the Southeast. The authors describe promising practices in each state, but also note the need for more systemic, statewide approaches that resist the enduring monolingual discourse that has historically characterized much of ELL schooling. They call for transformative policies and practices that take current research into account and that stress the centrality of pluralistic principles to design effective schools for ELLs.
Book Synopsis The State-mandated Esol Teacher Endorsement Program Offered by the Hall County School System of Gainesville, Georgia by : Vickie Lynn Durham
Download or read book The State-mandated Esol Teacher Endorsement Program Offered by the Hall County School System of Gainesville, Georgia written by Vickie Lynn Durham and published by . This book was released on 2007 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the state of Georgia, certified teachers may add an endorsement to their teaching certificate which allows them to teach English to Speakers of Other Languages (ESOL) as a separate class from the mainstream curriculum of K-12. This endorsement also provides mainstream curriculum teachers with training for working with English Language Learners who are a part of the teachers' regular classroom population. With the growing numbers of immigrant students entering school systems, especially in the southern states where many Mexicans are settling, training that helps all teachers meet the needs of English Language Learners is becoming more and more vital. This case study looked at the Hall County School System, in Gainesville, Georgia, which offers the state-mandated program for ESOL endorsement to its teachers at no cost to them, and while there are built-in assessment provisions of certain elements of the program, no investigation has been done to determine the overall impact that this training has had on program participants and on the progress of their students. the question to be answer was this: Is the ESOL Endorsement Program, supported by the Hall County School System, preparing participants to become competent, confident ESOL and sheltered curriculum teachers who are strengthening their students' English language achievement?
Book Synopsis Mainstream Teacher Attitudes Toward English Language Learners by : Cristina Gonzalez Dekutoski
Download or read book Mainstream Teacher Attitudes Toward English Language Learners written by Cristina Gonzalez Dekutoski and published by . This book was released on 2013 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to collect and analyze data from practicing mainstream K-12 teachers currently enrolled in graduate courses at a large, urban, Midwest university regarding four categories of their attitudes toward English language learners: (a) inclusion of ELLs, (b) the second language acquisition process/language and language learning, (c) modification of coursework, and (d) ESL professional development. Though studies on teacher attitudes toward ELLs remain sparse, research on this topic is important for two reasons. First, as the rigor of grade level curriculum increases (i.e. high school graduation requirements, state MEAP testing, NCLB) understanding complexities of ELLs and background knowledge of the language acquisition process can be beneficial for educators, parents, and students in educational reform efforts of ELLs, whose academic performance currently substantially lags behind their native English speaking peers. Second, an examination of teacher attitudes toward English language learners might provide support for the importance of requiring coursework in the areas of language acquisition and methodology for all preservice teachers at institutions that offer teacher preparation programs. At the time of this study, the National Council for Accreditation of Teacher Education (NCATE) did not require this type of coursework. Three statistically significant findings emerged from this research study regarding teacher attitudes toward English Language Learners: (a) past coursework in ESL positively impacts teachers' attitudes toward ELLs; (b) professional development was positively associated with past coursework in ESL; (c) an association was found between teacher's attitudes toward professional development and the number of graduate and undergraduate credit hours that deal specifically with language minority students. These findings confirmed the value for teachers to take courses in ESL, and also suggested the need for state policy makers to consider requiring coursework in ESL for preservice teachers. As the influx of ELLs continues to impact public schools throughout the nation, school systems and educators must be appropriately prepared.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-05 with total page 582 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Difference Between English and Math High School Teachers' Attitudes and Perceptions Toward the Inclusion of English Language Learner Students by : Ashley Sibert Williamson
Download or read book The Difference Between English and Math High School Teachers' Attitudes and Perceptions Toward the Inclusion of English Language Learner Students written by Ashley Sibert Williamson and published by . This book was released on 2017 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: Within the last 10 years, the United States experienced an influx of non-English speaking students, which challenged teachers, administrators, and other educational stakeholders on how to successfully accommodate these English Language Learners (ELL). This causal-comparative study examined the attitudes and perceptions of secondary English and math teachers in relation to ELL inclusion. Specifically, the study presented the main question of whether there is a difference between English and math teachers’ attitudes and perceptions toward the inclusion of ELLs. Teacher attitudes have been found to play a role in determining student academic achievement; therefore, assessing teacher attitudes toward ELLs could be a factor in determining how best to educate ELLs. The convenience sample of 122 teachers was comprised of secondary English and math teachers in a northeast Alabama school district. A 40-question survey determined teacher attitudes toward ELL inclusion and was adapted from a previous study that focused on mainstream teacher attitudes. The survey was administered to and collected from participants electronically. The survey was scored utilizing a four-point Likert scale collecting an average score for each item. Data analysis was conducted using SPSS® software, in which a t-test analyzed and determined the difference of means between teacher attitudes. The research concluded that the vast majority of English and math teachers had positive attitudes regarding ELL inclusion; however, English teachers were found to have slightly negative attitudes regarding inclusion and perceptions of language and language learning. Recommendations for future research include implementation of teacher education programs to focus coursework on ELL students and ELL inclusion, as well as more professional development opportunities regarding ELL students.
Book Synopsis Leading Academic Achievement for English Language Learners by : Betty J. Alford
Download or read book Leading Academic Achievement for English Language Learners written by Betty J. Alford and published by Corwin Press. This book was released on 2011-03-28 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book will be the catalyst for transforming instruction for English language learners." —Dalane E. Bouillion, Associate Superintendent Sprint I.S.D., Houston, TX "The author offers a wealth of ideas, strategies, suggestions, tips, and tools for implementation. There are logical and helpful conclusions on nearly every page!" —Cathy A. Patterson, Teacher and Former Assistant Principal Evergreen Elementary School, Diamond Bar, CA How to give English language learners every opportunity for success Are you faced with the challenge of making sure that English language learners succeed? This practical book shows how to shape a school culture conducive to high academic achievement for all students. An award-winning former principal and a professional development specialist provide the steps for developing teacher capacity, applying successful instructional practices, and advocating for ELLs. Written in straightforward language with quick reference charts, summaries, resources, and tools, the text provides: Strategies for creating a culture of ELL advocacy and achievement Case studies from school leaders who have created positive change for ELLs Professional development tools that build teachers′ knowledge of second language acquisition Tips for strengthening home–school–community connections Leading Academic Achievement for English Language Learners is an easy reference for faculty meetings, observations, and staff training sessions. The authors build a valuable bridge between relevant research and practical applications that will reap measurable results.
Book Synopsis Secondary Content Teachers' Perceptions of Instructing English for Speakers of Other Languages (ESOL) Students by : Wendy Lane Bailey
Download or read book Secondary Content Teachers' Perceptions of Instructing English for Speakers of Other Languages (ESOL) Students written by Wendy Lane Bailey and published by . This book was released on 2021 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to describe the lived experiences of secondary content teachers who instruct English Language Learner (ELL) students. ELLs are the fastest growing population of students in the United States. As this group continues to grow, so do the challenges of providing equitable education. Although most schools have adopted one or more models of instruction for ELLs, there is no universal model. High stakes testing and improved college readiness curriculum are designed to provide higher expectations for student achievement. However, ELL students continue to fall behind their native English-speaking peers in math and reading. Secondary content teachers should be knowledgeable of the unique needs of ELLs and feel supported when teaching these students. Understanding the lived experiences and perceptions of teachers who instruct ELL students at the secondary content level can lead to a positive and successful learning environment for the students and the teachers. Participants included 12 secondary content teachers from three high schools in a southern state. I utilized one-on-one interviews, focus group interviews, and participant journaling from all participants to gather data about what the participants experienced and how they experienced it. The theories guiding this study were Krashen’s 1982 theory of second language acquisition and Cummins’ 1980 theory of language development as both have been instrumental in developing models of instruction and strategies to instruct ELL students and continue to play an integral role in today’s instructional methods.
Book Synopsis The Effects of Targeted Professional Development on Elementary Teachers and English Language Learners by : Wendy M. Nagle
Download or read book The Effects of Targeted Professional Development on Elementary Teachers and English Language Learners written by Wendy M. Nagle and published by . This book was released on 2014 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Not for ESOL Teachers by : Eileen N. Ariza
Download or read book Not for ESOL Teachers written by Eileen N. Ariza and published by Allyn & Bacon. This book was released on 2006 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: Building on this foundation of understanding, the author describes effective instructional practices that mainstream teachers may use to address a range of classroom scenarios, including detailed examples of how to modify curriculum for English learners with various levels of language proficiency."--Jacket.
Book Synopsis The Effect of Higher Order Thinking on Reading Achievement by : Amanda Koch
Download or read book The Effect of Higher Order Thinking on Reading Achievement written by Amanda Koch and published by . This book was released on 2017 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt: "There is an increase in the number of English Language Learners (ELL) entering school, and according to standardized test data for the Georgia Milestones, these students typically do not perform well in reading. Research by Goldenberg (2014) found that a possible cause of academic underachievement could be the ELL students' lack of English language proficiency or their lack of content knowledge and skills. Some teachers do not believe that all kids can think at a higher level, but students need to be given opportunities to use higher level thinking through engaging and authentic lessons. Therefore, the research question that guided this study was: Does the use of higher order thinking strategies impact the ESOL students' reading achievement? The goal was to increase the students' academic performance in reading. The study was an action research design using quantitative methods in which student test data was collected and analyzed to illustrate any changes in the reading achievement of students."--Page 6
Book Synopsis Analysis of ESL Teacher Endorsement Effects on English Language Learners' Student Achievement and English Language Acquisition by : Anna Marie Tracy
Download or read book Analysis of ESL Teacher Endorsement Effects on English Language Learners' Student Achievement and English Language Acquisition written by Anna Marie Tracy and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Mixed Methods Investigation of ESOL Teacher Advocacy by : Heather A. Linville
Download or read book A Mixed Methods Investigation of ESOL Teacher Advocacy written by Heather A. Linville and published by . This book was released on 2014 with total page 550 pages. Available in PDF, EPUB and Kindle. Book excerpt: It is widely acknowledged that English language learners (ELLs) are a population in need of advocacy in K-12 public schools in the United States. The main professional standards for initial teacher certification call for English to speakers of other languages (ESOL) teachers to be advocates for ELLs. This mixed methods study investigates ESOL teachers' cognitions (beliefs, thoughts, attitudes; Borg, 2006) about advocacy and their actions as advocates. A survey of 511 ESOL teachers in five diverse school districts in one Mid-Atlantic state, and interviews with 15 of those teachers, confirm that ESOL teachers recognize the need for advocacy and have positive cognitions about advocacy. The ESOL teachers believe it is their professional responsibility to advocate, defined by those interviewed as monitoring for obstacles to ELLs' success, speaking up to raise awareness or inform others about ELLs and ESOL, providing resources or services, affirming ELLs' linguistic and cultural diversity, and empowering ELLs to self-advocate. This research found that most ESOL teachers engage in instructional advocacy, while fewer engage in political advocacy. Variables predictive of greater advocacy actions include belief in professional advocacy responsibility, knowledge of the standards, years of ESOL teaching experience, a supportive school context for advocacy, and self-efficacy in advocating. This study also points to the importance of the teacher education program in continuing to develop awareness of the need to speak up for ELLs and in preparing ESOL teachers with the skills needed for advocacy work.
Book Synopsis Factors Influencing Sheltered Mathematics Classroom Teachers' Attitudes Toward Their English Language Learners' Academic Achievement by : Andrea L. Mast
Download or read book Factors Influencing Sheltered Mathematics Classroom Teachers' Attitudes Toward Their English Language Learners' Academic Achievement written by Andrea L. Mast and published by . This book was released on 2019 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis is a qualitative case study, with the purpose of exploring and documenting factors that influence four 7-12th grade English language learners (ELLs) sheltered mathematics classroom (SMC) teachers' attitude towards their ELLs regarding the academic support given to them. The two research questions addressed in this study were: (1) What factors influence secondary ELL sheltered mathematics classroom (SMC) teachers' attitudes? and (2) What specific needs and knowledge do secondary sheltered mathematics classroom teachers have to support their ELLs in having the opportunity to be academically successful? A thorough review of literature focusing on teaching ELLs enrolled in a sheltered program in the United States influenced the design of a theoretical framework with five components: (1) Mathematics Teachers' attitudes and beliefs toward ELL students, (2) ELL Mathematics teachers' professional development, (3) Secondary ELL Mathematics Teacher's knowledge and experience (a. teacher's knowledge on 2nd language acquisition and b. ELL mathematics assessment), (4) ELL's mathematics academic achievement and opportunity to learn, and (5) Community support (a. social justice and b. equity) to guide this study. In the research, there was no literature focused on SMC teacher's attitudes, yet the Every Student Succeeds Act is holding school districts accountable for ELLs' academic achievement and SMC teachers are key elements to develop ELLs' academically. Results indicate that SMC teachers' attitudes are influenced by their cultural sensitivity, ELLs' relationships and behavior, SMC teachers' efforts to help their ELLs to become academically successful, and the opportunity ELLs have to learn in a SMC. Specific needs and knowledge for SMC teachers are also listed in this study. This study adds to the literature by filling a gap in literature in terms of the teachers' attitudes, specifically SMC teachers' attitudes. It is also giving guidance to stakeholders for propitious support for ELLs to become academically successful, which is required by law. Three forms of data were collected from four secondary sheltered mathematic classroom teachers in Southeastern Pennsylvania: an online survey, follow-up questions to the online survey, and a focused interview. Eleven themes developed from the findings, which were classified using the five components of the theoretical framework.
Book Synopsis Teacher Attitudes Toward English Language Learners by : Rich Walton McKinney
Download or read book Teacher Attitudes Toward English Language Learners written by Rich Walton McKinney and published by . This book was released on 2008 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: No Child Left Behind (NCLB) has created a situation in which teachers are required to educate English Language Learners (ELLs) at the same level of proficiency as native speakers. However, there is a paucity of research concerning teacher attitudes regarding ELLs, and thus, little is known about how these attitudes will impact instruction. The purpose of this study was to examine regular education teachers' attitudes toward the inclusion of ELLs in the regular education classroom. More specifically this study sought to understand whether teacher attitudes were influenced by the specific instructional factors of support, expertise, and time. The study was conducted in conjunction with a large, metropolitan school system in Tennessee. In the study, several schools were selected based on their ELL populations over the past three years. Teachers at these schools were invited to participate in the study, and were asked to respond to a survey instrument which was adapted from the Opinions Relative to Integration (ORI). The adapted ORI was used to quantify teacher attitudes regarding the inclusion of ELLs in regular education classrooms, and the results were subsequently used to generate an index score of teacher acceptance of ELLs in the regular education classroom. Additionally, teachers were asked to respond to a survey instrument which examined whether the teacher felt they had the necessary amounts of support, expertise, and time to teach ELLs. The data were analyzed using a three-way ANOVA, and the results suggest that teachers' attitudes are influenced by a scarcity of instructional factors. This paper discusses the extent to which the three specific instructional factors of support, expertise, and time influenced teacher attitudes. Additionally, the paper considers how educational leaders might use these findings to improve teacher attitudes toward ELLs.
Book Synopsis Secondary Teachers' Attitudes and Perceptions of the Inclusion of ESL Students in Mainstream Classes by :
Download or read book Secondary Teachers' Attitudes and Perceptions of the Inclusion of ESL Students in Mainstream Classes written by and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers' attitudes toward the modification of coursework suggested teachers' belief in equalizing coursework standards for all students regardless of English proficiency. Finally, survey participants perceived the inclusion of ELLs in mainstream classes to be a multicultural learning experience for English proficient students. Data from the qualitative inquiry, however, portrayed ELLs as marginal members of mainstream classrooms who rarely interacted with English proficient peers or teachers. Implications of teachers' attitudes and perceptions of ESL inclusion and recommendations for further research conclude the study.
