Differences in English Learners' Student Achievement between Districts That Provided Targeted EL Training for Their Mainstream Classroom Teachers and Those That Did Not

Autor/in	Sheets, DeAnna J.
Titel	Differences in English Learners' Student Achievement between Districts That Provided Targeted EL Training for Their Mainstream Classroom Teachers and Those That Did Not
Quelle	(2022), (148 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Southwest Baptist University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3635-1767-9
Schlagwörter	Hochschulschrift; Dissertation; Andragogy; English Language Learners; Grounded Theory; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Language Arts; Teaching Methods; Academic Achievement; Faculty Development; Teacher Education; Mainstreaming; Learning Theories; School Districts; Comparative Analysis; Adult Learning; Achievement Tests; Scores; Grade 3; Grade 4; Grade 5; Elementary School Students; Missouri; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Andragogics; Andragogik; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachkultur; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Lehrerausbildung; Lehrerbildung; Learning theory; Lerntheorie; School district; Schulbezirk; Adulte education; Adult training; Erwachsenenbildung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	In response to legislation from the federal government and the rising number of ELs in public schools many school districts are searching for ways to ensure ELs are making adequate progress on English proficiency. The problem is defining the best method for teaching ELs in the mainstream classroom is difficult. The current gap in educational research includes the absence of studies on specific training for mainstream classroom teachers. There is sufficient research on practices regarding delivery services for Teachers of English to Speakers of Other Languages (TESOL) services. However, there is little research on EL training provided to mainstream classroom teachers and the impact of that training. The purpose of this causal-comparative study was to test the andragogy theory that provided guidance on adult learning principles by comparing EL achievement in districts that provided targeted EL training for their mainstream classrooms teachers and those that did not in 2017-2018, 2018-2019, and 2020-2021 in terms of the districts English Language Arts (ELA) Missouri Assessment Program (MAP) scores for third through fifth grades in Missouri districts with an EL enrollment of 20 or more. Results from this study showed no statistically significant difference occurred in school districts that provided EL training to their mainstream classroom teachers and those that did not, however though not statistically significant, there was a slight increase in MAP scores for districts that had provided training. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01