Ellen G. Batt

Bio: Ellen G. Batt is an academic researcher. The author has contributed to research in topics: Teacher education & Academic achievement. The author has an hindex of 1, co-authored 1 publications receiving 140 citations.

Teachers' Perceptions of ELL Education: Potential Solutions to Overcome the Greatest Challenges.

Abstract: Rapid growth in the ELL and Hispanic student populations demands attention among educators and teacher education programs, as the academic success rate of Hispanic students nationwide and in Idaho has consistently lagged well behind the rest of the student population (Bergman, 2005). From fall 1993 through spring 2004, Idaho’s Hispanic cohort dropout rate estimates ranged between 42.61 percent and 23.19 percent. The actual number of dropouts in grades nine through twelve reported by school districts to the state department of education during this time period totaled 7,358 students (Idaho State Department of Education, 2004). Recent school reports in the state clearly indicate that a gap exists between academic achievement rates of Idaho’s Latino students and majority students. Data for the Idaho Standards Achievement Tests (ISAT) compiled by the state department of education following the 2004-2005 academic year reveal discrepancies in achievement for Idaho’s largest LEP ethnic subgroup in all three areas tested by the ISAT: reading, language usage, and mathematics (Idaho State Department of Education, 2005).

Making Content Comprehensible for English Learners: The SIOP Model

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Rural School Leadership for Collaborative Community Development.

Abstract: In this article we address the role of rural schools in community development. We first discuss the largely historical linkages between rural schools and the communities they serve, and what this means for both school and community well-being. We then consider the newly revised standards for preparing school administrators, developed by the Interstate School Leaders Licensure Consortium, and how these standards may align with community-building efforts. In sum, we argue that enlightened educational leadership that seriously takes into account the 21st Century needs of students – as well as the communities in which they reside – cannot help but interpret academic and community improvement goals as mutually reinforcing priorities.

Long-Term English Language Learners’ Perceptions of Their Language and Academic Learning Experiences

Abstract: Long-term, adolescent English language learners (ELLs) experience persistent academic underachievement in spite of several years of schooling; yet, the research on this topic is scant. To increase our understanding of these students’ educational experiences, we explored perceptions of 13 long-term ELLs about their schooling in the context of their school history, including program placements, special education referral, and academic outcomes. Data from semistructured interviews and documents were analyzed using a grounded theory approach. Participants viewed themselves as English-proficient, motivated learners, and described their school experience as positive but challenging. The findings revealed a gap between their postsecondary aspirations and the reality of their academic performance, which raises questions about the adequacy of educational programs and identification of ELLs with disabilities.

I do not feel I am properly trained to help them! Rural teachers’ perceptions of challenges and needs with English-language learners

Abstract: This paper explores the perceived professional development needs of inservice teachers of English-language learners (ELLs) from 10 rural and small districts in the USA. The survey instrument that captured responses from 159 elementary and secondary teachers in Texas was primarily quantitative and was based on the state English as a second language (ESL) certification examination. It also included open-ended demographic information on teachers’ backgrounds, and elicited information on challenges in working with ELLs. Demographics of the respondents reflect a typical teaching force in the rural USA: primarily white, English-speaking females with a bachelor’s degree. For many of the teachers, communication with students and their parents was cited as a major challenge. One of the most salient findings occurred in correlations between teachers having taken one or more college courses in ESL and their perceived knowledge of the competencies involved in the ESL examination. This important insight suggests that ...