Building Teacher Capacity to Support English Language Learners in Schools Receiving School Improvement Grants. NCEE Evaluation Brief. NCEE 2015-4004

Autor/inn/en	Boyle, Andrea; Golden, Laura; Le Floch, Kerstin Carlson; O'Day, Jennifer; Harris, Barbara; Wissel, Sarah
Institution	National Center for Education Evaluation and Regional Assistance (ED); Mathematica Policy Research, Inc.
Titel	Building Teacher Capacity to Support English Language Learners in Schools Receiving School Improvement Grants. NCEE Evaluation Brief. NCEE 2015-4004
Quelle	(2014), (26 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English Language Learners; Grants; Educational Improvement; Federal Aid; Case Studies; Faculty Development; Teacher Selection; Teacher Competencies; Teacher Surveys; Teacher Effectiveness; High Schools; Elementary Schools; Qualitative Research; Statistical Analysis; English (Second Language); Second Language Instruction; Teachers; Teacher Placement; Program Effectiveness; Interviews; Teacher Attitudes; Comparative Analysis; Migrant Children; Immigrants; Capacity Building + Suchen Sie Ihr Suchwort? Grant; Finanzielle Beihilfe; Teaching improvement; Unterrichtsentwicklung; Case study; Fallstudie; Case Study; Lehrkunst; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; High school; Oberschule; Elementary school; Grundschule; Volksschule; Qualitative Forschung; Statistische Analyse; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Lehrerverhalten; Immigrant; Immigrantin; Immigranten
Abstract	The Study of School Turnaround examines the improvement process in a purposive sample of 35 case study schools receiving federal funds through the School Improvement Grants (SIG) program over a three-year period (2010-11 to 2012-13 school years). This brief focuses on 11 of these SIG schools with high proportions of English Language Learner (ELL) students (a median of 45 percent ELLs), describing their efforts to improve teachers' capacity for serving ELLs through staffing strategies and professional development (PD). Key findings that emerged from the ELL case study data collected during the 2011-12 and 2012-13 school years include: (1) Few schools reported leveraging staffing strategies to improve teacher capacity for serving ELLs. Administrators in 3 of the 11 schools reported considering ELL expertise and experience when hiring classroom teachers, while respondents in 2 of the 11 schools reported that teachers' ELL expertise and experience purposefully factored into assignment of teachers to specific classrooms; (2) Most teacher survey respondents (54 to 100 percent) in all 11 schools reported participating in ELL-related PD during the 2011-12 school year. On average, teachers reported that ELL-related PD accounted for less than 20 percent of their total PD hours; and (3) Teacher survey respondents in schools that reported a greater PD focus on ELL-related topics, such as instructional strategies for advancing English proficiency or instructional strategies to use for ELLs within content classes, also generally appeared more likely to report that PD improved their effectiveness as teachers of ELLs. An appendix presents: Data Collection and Analytic Methods. (As Provided).
Anmerkungen	National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10