Journal Article•
Teachers' Perceptions of ELL Education: Potential Solutions to Overcome the Greatest Challenges.
01 Jan 2008-Multicultural Education (Caddo Gap Press. 3145 Geary Blvd, PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com)-Vol. 15, Iss: 3, pp 39-43
TL;DR: In the state of Idaho, the dropout rate of Hispanic students ranged between 42.61 percent and 23.19 percent from fall 1993 through spring 2004 as mentioned in this paper. But the actual number of dropout in grades nine through twelve reported by school districts to the state department of education during this time period totaled 7,358 students.
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).
Citations
More filters
Journal Article•
TL;DR: The authors've got ebooks for every single topic making content comprehensible for english learners the siop model 4th edition accessible for download cost-free.
Abstract: Are you looking to uncover making content comprehensible for english learners the siop model 4th edition Digitalbook. Correct here it is possible to locate as well as download making content comprehensible for english learners the siop model 4th edition Book. We've got ebooks for every single topic making content comprehensible for english learners the siop model 4th edition accessible for download cost-free. Search the site also as find Jean Campbell eBook in layout. We also have a fantastic collection of information connected to this Digitalbook for you. As well because the best part is you could assessment as well as download for making content comprehensible for english learners the siop model 4th edition eBook
313 citations
TL;DR: In this article, the authors describe professional development for teachers in the USA serving culturally and linguistically diverse students, and assess the value of cognitive coaching, and illustrate the criticality of time allocation for cognitive coaching.
102 citations
TL;DR: In this article, the role of rural schools in community development is discussed, and 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.
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.
94 citations
Additional excerpts
...…parents and/or the community in rural school improvement efforts, particularly in support of student academic achievement (Barley & Beesley, 2007; Batt, 2008; Bauch, 2001; Harmon & Dickens, 2004; Howley, Bickel, & McDonough, 1997; Markell, 2000; Phelps, 2000; Prater, Bermudez, & Owens, 1997;…...
[...]
TL;DR: This article 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, finding that participants viewed themselves as English-proficient, motivated learners, and described their school experience as positive but challenging.
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.
70 citations
Cites background from "Teachers' Perceptions of ELL Educat..."
...…focused on various school-based instructional interventions (e.g., Graves, Gersten, & Haager, 2004) or teachers’ views about diverse learners (e.g., Batt, 2008; Reeves, 2006); rarely are the voices of these learners included, although they are the focus of school improvement efforts (Hughes et…...
[...]
TL;DR: This paper explored the perceived professional development needs of inservice teachers of English-language learners (ELLs) from 10 rural and small districts in the USA, and found that communication with students and their parents was a major challenge for many of the teachers.
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 ...
60 citations
Cites background from "Teachers' Perceptions of ELL Educat..."
...This finding is supported by Batt (2008), who also cited the inability of the parents to adequately communicate with teachers, which hindered their involvement in their children’s education....
[...]
...Limited parental involvement is another challenge for schools with an influx of new immigrants in the USA (Batt 2008) as well as in other nations....
[...]
...…to develop appropriate skills, particularly skills to effectively relate, communicate, teach content and skills in English to a diverse student population (Byrnes and Kiger 1997, National Center for Education Statistics 2001, Batt 2008, Freeman Field 2008, Lucas et al. 2008, O’Neal et al. 2008)....
[...]
...…PD designed for this purpose needs to focus on the teachers’ ability to teach content and skills in English to students who are also acquiring ESL (Batt 2008, Freeman Field 2008, Lucas et al. 2008, O’Neal et al. 2008); in other words, it needs to focus on teachers’ knowledge of second-language…...
[...]
References
More filters
TL;DR: In this article, the authors discuss the uses of literature and open coding techniques for enhancing theoretical sensitivity of theoretical studies, and give guidelines for judging a grounded theory study.
Abstract: Introduction Getting Started Theoretical Sensitivity The Uses of Literature Open Coding Techniques for Enhancing Theoretical Sensitivity Axial Coding Selective Coding Process The Conditional Matrix Theoretical Sampling Memos and Diagrams Writing Theses and Monographs, and Giving Talks about Your Research Criteria for Judging a Grounded Theory Study
28,999 citations
9,674 citations
Additional excerpts
...(Strauss & Corbin, 1990; Yin, 1994)....
[...]
01 Sep 2002
TL;DR: In this paper, the authors present a survey of the types of U.S. school programs provided for these linguistically and culturally diverse students, focusing on English language learners' (ELLs/LEPs) academic achievement in Grades K-12.
Abstract: Our research from 1985 to 2001 has focused on analyzing the great variety of education services provided for language minority (LM) students in U.S. public schools and the resulting long-term academic achievement of these students. This five-year research study (1996-2001) is our most recent overview of the types of U.S. school programs provided for these linguistically and culturally diverse students, especially focusing on English language learners’ (ELLs/LEPs) academic achievement in Grades K-12. This study includes qualitative and quantitative research findings from five urban and rural research sites in the northeast, northwest, south-central, and southeast U.S. It is designed to answer urgent policy questions of interest to the federal and state governments of the United States, since this demographic group is projected to be 40 percent of the school-age population by the 2030s and most U.S. schools are currently under-educating this student group. Overall, this research provides whole school district views of policy decision-making that is data-driven regarding designing, implementing, evaluating, and reforming the education of LM students.
1,267 citations
01 Sep 2002
TL;DR: In this paper, the authors present a survey of the types of U.S. school programs provided for these linguistically and culturally diverse students, focusing on English language learners' (ELLs/LEPs) academic achievement in Grades K-12.
Abstract: Our research from 1985 to 2001 has focused on analyzing the great variety of education services provided for language minority (LM) students in U.S. public schools and the resulting long-term academic achievement of these students. This five-year research study (1996-2001) is our most recent overview of the types of U.S. school programs provided for these linguistically and culturally diverse students, especially focusing on English language learners’ (ELLs/LEPs) academic achievement in Grades K-12. This study includes qualitative and quantitative research findings from five urban and rural research sites in the northeast, northwest, south-central, and southeast U.S. It is designed to answer urgent policy questions of interest to the federal and state governments of the United States, since this demographic group is projected to be 40 percent of the school-age population by the 2030s and most U.S. schools are currently under-educating this student group. Overall, this research provides whole school district views of policy decision-making that is data-driven regarding designing, implementing, evaluating, and reforming the education of LM students.
994 citations
"Teachers' Perceptions of ELL Educat..." refers background in this paper
...…to seven years to become proficient in academic language to perform on academic tests in English (Cummins, 1981b), or seven to ten years for language learners who have had little or no instruction in their native language (Collier & Thomas, 2002), statistics of these studies must be improved upon....
[...]
Book•
01 Jan 2000
TL;DR: This book introduces Sheltered Instruction Observation Protocol (SIOP), a model for Sheltered instruction, and a guide to teacher Preparation and School Reform, and discusses changes in Instructional Practice.
Abstract: Each chapter includes "Background", "Summary" and "Discussion Questions." 1.Introducing Sheltered Instruction. Teacher Preparation and School Reform.Changes in Instructional Practice.The Sheltered Instruction Approach.A Model for Sheltered Instruction.Sheltered Instruction Observation Protocol.Overview of Chapters.Using the SIOP: Getting Started. 2.Indicators of Lesson Preparation. Content Objectives.Language Objectives.Content Concepts.Supplementary Materials.Adaptation of Content.Meaningful Activities. 3.Indicators of Instruction: Building Background. Concepts Linked to Students' Background.Links Made between Past Learning and New Concepts.Key Vocabulary Emphasized. 4.Indicators of Instruction: Comprehensible Input. Appropriate Speech for ELLs.Explanation of Academic Tasks.Use of Techniques. 5.Indicators of Instruction: Strategies. Strategies.Scaffolding Techniques.Questioning. 6.Indicators of Instruction: Interaction. Opportunities for Interaction.Grouping Configurations.Wait Time.Clarifying Key Concepts in L1. 7.Indicators of Instruction: Practice/Application. Hands-On Materials and/or Manipulatives for Practice.Application of Content and Language Knowledge.Integration of Language Skills. 8.Indicators of Instruction: Lesson Delivery. Content Objectives.Language Objectives.Students Engaged.Pacing. 9.Indicators of Review/Assessment. Review of Key Vocabulary.Review of Key Content Concepts.Providing Feedback.Assessment of Lesson Objectives. 10.Scoring and Interpretation of the SIOP. SIOP Heading.How to Score the SIOP.Sample Lesson.Using SIOP Scores.Reliability and Validity of the SIOP. Appendix A: Sheltered Instruction Observation Protocol (SIOP) and Abbreviated SIOP. Appendix B: SIOP Lesson Planning Guide. Appendix C: Reliability and Validity Study of the SIOP. Glossary. References. Index.
797 citations