Supplemental Education Services and Cultural-Linguistic Instruction for Hispanic Students to Improve English Language Proficiency

Autor/in	Cochran, Joshua William
Titel	Supplemental Education Services and Cultural-Linguistic Instruction for Hispanic Students to Improve English Language Proficiency
Quelle	(2022), (68 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-2145-3
Schlagwörter	Hochschulschrift; Dissertation; Hispanic American Students; Supplementary Education; Language Arts; Culturally Relevant Education; Faculty Development; Academic Achievement; Secondary School Students; Language Proficiency; English Teachers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Ergänzungsunterricht; Sprachkultur; Schulleistung; Sekundarschüler; Language skill; Language skills; Sprachkompetenz; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende
Abstract	Due to low English language arts (ELA) state test scores among Hispanic students, district administrators in a Title I identified school district implemented a new literacy policy that included both supplemental education services for Hispanic students (SES-HS) and professional development in cultural and linguistic instructional practices (CLIP) for ELA teachers. But the ELA state test scores for Hispanic students who received the SES-HS and CLIP services had not been studied to see if there was any improvement related to the CLIP-HS training. The purpose of this study was to examine the difference in Hispanic students' ELA scores before and after CLIP-HS PD and SES-HS. Vygotsky's social development theory grounded this study. A convenience sample of 111 Hispanic students who participated in the SES-HS program over a 6-year period (2016-2021) were collected as the students progressed from Grades 7-12. A t test was used to compare the average ELA test scores of each student for the 3 years (2016-2018) before the CLIP-HS PD, and average ELA test scores of the same students for the 3 years after (2019-2021). The results, t(110) = 16.53, p < 0.001, indicated that ELA scores after the CLIP-HS PD was introduced were significantly higher (M = 53.18, SD = 33.89) than before the ELA teacher training. Based on these findings, a recommendation was made for school leaders to offer the CLIP-HS PD for all teachers and to continue the SES-HS initiative. Positive social change accrues when ELA proficiency supports the academic success of students. [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	2024/1/01