東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

Impact of a Push-In Model of Instruc...

Kurian, Sherin,

FindBook

Google Book

Amazon

博客來

Impact of a Push-In Model of Instruction Compared to a Pull-Out Model of Instruction on the Linguistic and Academic Growth of English Language Learners /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Impact of a Push-In Model of Instruction Compared to a Pull-Out Model of Instruction on the Linguistic and Academic Growth of English Language Learners // Sherin Kurian.
作者:	Kurian, Sherin,
面頁冊數:	1 electronic resource (150 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
Contained By:	Dissertations Abstracts International86-11A.
標題:	Educational leadership. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31998957
ISBN:	9798314851746

Impact of a Push-In Model of Instruction Compared to a Pull-Out Model of Instruction on the Linguistic and Academic Growth of English Language Learners /
Kurian, Sherin,

Impact of a Push-In Model of Instruction Compared to a Pull-Out Model of Instruction on the Linguistic and Academic Growth of English Language Learners /Sherin Kurian. - 1 electronic resource (150 pages)

Source: Dissertations Abstracts International, Volume: 86-11, Section: A.

English Language Learners (ELLs) in U.S. schools have grown. The purpose of this research was to investigate a pull-out model (POM) of instruction and a push-in model (PIM) of instruction on the language proficiency and academic achievement of ELLs in grade three. This is important as a PIM has replaced a traditional POM of instruction in many schools even though there is lack of significant research on the impact of either models. Language proficiency was investigated using ACCESS test scores. Academic achievement was investigated through PSSA Reading and Math assessments. A post hoc method and existing de-identified ELL student scores for the years 2012-2019. For language proficiency, there were no significant differences by program model for listening (p = .035 and p = 036 respectively for the t-test and Welch correction) and reading (p= .344 and p = .345 respectively for the t-test and Welch correction). For speaking, POM model had higher ACCESS test scores with a significant difference (p < .001) on the Mann-Whitney test with a weak effect size. For academic achievement, there was a significant difference in mathematics (t (362) = -4.761, p = < .001), with a large effect size (d = .500), with the POM program having the greater mean but no significant differences for ELA between the two program models. For schools and districts, this study serves as a steppingstone to understanding the implications of both models of instruction for ELLs and thinking about ways to meet the language and academic needs of ELLs.

English

ISBN: 9798314851746Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

English language learners

Impact of a Push-In Model of Instruction Compared to a Pull-Out Model of Instruction on the Linguistic and Academic Growth of English Language Learners /
LDR:03067nmm a22004453i 4500 001 2433316
005 20250825104048.5
006 m o d
007 cr|nu||||||||
008 261011s2025 miu||||||m |||||||eng d
020 $a 9798314851746
035 $a (MiAaPQD)AAI31998957
035 $a AAI31998957
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Kurian, Sherin, $e author. $3 3822876
245 1 0 $a Impact of a Push-In Model of Instruction Compared to a Pull-Out Model of Instruction on the Linguistic and Academic Growth of English Language Learners / $c Sherin Kurian.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2025
300 $a 1 electronic resource (150 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
500 $a Advisors: Gee, Roger Committee members: Berry, Brian; Fitzpatrick-Doria, Geraldine.
502 $b Ed.D. $c Holy Family University $d 2025.
520 $a English Language Learners (ELLs) in U.S. schools have grown. The purpose of this research was to investigate a pull-out model (POM) of instruction and a push-in model (PIM) of instruction on the language proficiency and academic achievement of ELLs in grade three. This is important as a PIM has replaced a traditional POM of instruction in many schools even though there is lack of significant research on the impact of either models. Language proficiency was investigated using ACCESS test scores. Academic achievement was investigated through PSSA Reading and Math assessments. A post hoc method and existing de-identified ELL student scores for the years 2012-2019. For language proficiency, there were no significant differences by program model for listening (p = .035 and p = 036 respectively for the t-test and Welch correction) and reading (p= .344 and p = .345 respectively for the t-test and Welch correction). For speaking, POM model had higher ACCESS test scores with a significant difference (p < .001) on the Mann-Whitney test with a weak effect size. For academic achievement, there was a significant difference in mathematics (t (362) = -4.761, p = < .001), with a large effect size (d = .500), with the POM program having the greater mean but no significant differences for ELA between the two program models. For schools and districts, this study serves as a steppingstone to understanding the implications of both models of instruction for ELLs and thinking about ways to meet the language and academic needs of ELLs.
546 $a English
590 $a School code: 1810
650 4 $a Educational leadership. $3 529436
650 4 $a English as a second language. $3 516208
650 4 $a Language arts. $3 532624
650 4 $a Linguistics. $3 524476
653 $a English language learners
653 $a Program models
653 $a Pull-out model
653 $a Push-in model
653 $a Ex post facto method
690 $a 0449
690 $a 0279
690 $a 0441
690 $a 0290
710 2 $a Holy Family University. $b School of Education. $e degree granting institution. $3 3822877
720 1 $a Gee, Roger $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-11A.
790 $a 1810
791 $a Ed.D.
792 $a 2025
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31998957