A Comparison of Third Grade English Language Learners' Reading Test Scores from Urban Classrooms Taught by Native or Non-Native English Speaking Teachers

Autor/in	Ramos, Norma Alicia
Titel	A Comparison of Third Grade English Language Learners' Reading Test Scores from Urban Classrooms Taught by Native or Non-Native English Speaking Teachers
Quelle	(2010), (73 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Sam Houston State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-5427-9
Schlagwörter	Hochschulschrift; Dissertation; Grade 3; English Language Learners; Elementary School Students; Reading Tests; Scores; Comparative Analysis; Urban Schools; Native Speakers; Bilingual Education; Statistical Analysis; Elementary School Teachers; Spanish; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School year 03; 3. Schuljahr; Schuljahr 03; Lesetest; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Muttersprachler; Bilingual teaching; Bilingualer Unterricht; Statistische Analyse; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Spanisch
Abstract	Purpose: The purpose of this study was to determine the extent to which third grade English reading achievement scores, as measured by the Texas English Language Proficiency Assessment System (TELPAS), differed between two groups of students--those educated in transitional bilingual classrooms taught by native-English speaking teachers (NESTs) and those educated in transitional bilingual classrooms taught by nonnative English-speaking teachers (NNESTs). A second purpose was to determine the extent to which third grade Spanish reading achievement scores, as measured by the Texas Assessment of Knowledge and Skills (TAKS), differed between two groups of students--those educated in transitional bilingual classrooms taught by native English-speaking teachers and those educated in transitional bilingual classrooms taught by nonnative English-speaking teachers. Methodology: ANCOVA was used to analyze data for each of the two research questions in my study. Participants were selected using purposive sampling from 31 elementary schools in a large urban school district in Texas. Findings and Conclusions: Findings from question one in my study established that the teacher's native language was not a significant variable in impacting students' scores on the TELPAS reading. Findings from question two in my study established that the teacher's native language was not a significant variable in impacting students' scores on the TAKS Spanish reading. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01