Meeting the Needs of English Language Learners in Mississippi through Professional Development

Autor/in	Nelson, Delore Thomas
Titel	Meeting the Needs of English Language Learners in Mississippi through Professional Development
Quelle	(2018), (174 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3558-3245-7
Schlagwörter	Hochschulschrift; Dissertation; American Indian Students; Hispanic American Students; English Language Learners; Rural Schools; Qualitative Research; Case Studies; Low Achievement; Standardized Tests; Teaching Methods; General Education; Communities of Practice; Evaluation Methods; Knowledge Level; Teacher Attitudes; Kindergarten; Elementary Secondary Education; Online Surveys; Interviews; Individualized Instruction; Evidence Based Practice; Mississippi + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Qualitative Forschung; Case study; Fallstudie; Case Study; Unterdurchschnittliche Leistung; Standadised tests; Standardisierter Test; Teaching method; Lehrmethode; Unterrichtsmethode; Allgemein bildendes Schulwesen; Allgemeinbildung; Community; Wissensbasis; Lehrerverhalten; Interviewing; Interviewtechnik; Individualisierender Unterricht
Abstract	The problem addressed in this study is that Native American and Hispanic English language learners (ELLs) in a rural Mississippi school district are not performing at the same level as non-ELLs. The purpose of this qualitative case study was to investigate the perceived causes of ELL failure and low academic performance on district and state assessments and in general education classes. Guided by Vygotsky's theory of development, which supports teachers and students remaining active in the learning process, research questions focused on what instructional practices general education teachers use to provide instruction for Spanish/Choctaw-speaking ELLs. General education teachers' use of professional learning communities (PLCs), instructional and assessment practices, knowledge of ELLs' instructional needs, and perceptions of professional development (PD) were examined. The purposeful sample for surveys included 33 Kindergarten through 12 general education teachers who met the criteria of having the experience of providing instruction to ELLs. Teacher participants completed an online anonymous survey through SurveyMonkey. Six English Language Arts (ELA) teachers and 1 administrator participated in face-to-face interviews. The responses were open coded then analyzed using NVivo 11. Seven themes emerged from the data: differentiation is critical for ELL instruction, assessment should drive instruction, ELLs benefit from evidence based instructional strategies, PLCs support general education teachers, PD is inadequate to support ELLs and teacher needs, PD is needed on ELLs background, and administrators' support PLCs for ELLs' instruction. A 5-day PD project was designed and positive social change promoted by providing staff with evidence based ELL instructional support, resulting in improved ELL learning and achievement. [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	2020/1/01