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Improving curriculum and instruction...

Chen, Jessie.

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Improving curriculum and instruction to better serve English language learners.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Improving curriculum and instruction to better serve English language learners./
Author:	Chen, Jessie.
Description:	202 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
Contained By:	Dissertation Abstracts International77-03A(E).
Subject:	English as a second language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3730258
ISBN:	9781339164595

Improving curriculum and instruction to better serve English language learners.
Chen, Jessie.

Improving curriculum and instruction to better serve English language learners. - 202 p.

Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.

Thesis (D.Ed.)--University of Delaware, 2015.

There is a significant achievement gap between English language learners (ELLs) and the native-English speaking students (or non-ELLs). On average ELLs in Delaware performed worse than ELLs in many other states according 2013-2014 NAEP report (see details in Appendix C). In addition, there is evidence that ELLs in my district are struggling. According to Delaware Comprehensive Assessment System reading scores from the 2013-2014 school year, Brandywine School District (BSD) had the third largest achievement gap between ELLs and non-ELLs in the state.

ISBN: 9781339164595Subjects--Topical Terms:

516208
English as a second language.

Improving curriculum and instruction to better serve English language learners.
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100 1 $a Chen, Jessie. $3 1907070
245 1 0 $a Improving curriculum and instruction to better serve English language learners.
300 $a 202 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
500 $a Adviser: Sharon Walpole.
502 $a Thesis (D.Ed.)--University of Delaware, 2015.
520 $a There is a significant achievement gap between English language learners (ELLs) and the native-English speaking students (or non-ELLs). On average ELLs in Delaware performed worse than ELLs in many other states according 2013-2014 NAEP report (see details in Appendix C). In addition, there is evidence that ELLs in my district are struggling. According to Delaware Comprehensive Assessment System reading scores from the 2013-2014 school year, Brandywine School District (BSD) had the third largest achievement gap between ELLs and non-ELLs in the state.
520 $a The objective of my project was to minimize this achievement gap by analyzing the relevant factors critical to the problem, devising improvement approaches that could be implemented at current school settings, and testing them out at my pilot school, Lombardy Elementary School (LES). The outcomes of my improvement project are presented in this portfolio.
520 $a After an evaluation of the BSD's ELL Program, I found several possible causes for the achievement gap between ELLs and the native English speaking students. The controllable causes include: no systematic teacher training about providing differentiated instruction to ELLs, potentially ineffective instruction provided by both the ELL tutors and classroom teachers due to their limited knowledge about how to work with ELLs, not monitoring students' academic progress regularly, and insufficient curriculum and materials to use for teaching ELLs.
520 $a As the next step in my research, I conducted literature reviews on what researchers had done and practitioners had tried and proved to be effective in the past for teaching upper elementary ELLs and how to provide effective instruction to ELLs. Through the literature reviews, I found the following three strategies recommended for instruction for ELL students: (1) combining collaborative learning and direct teaching, (2) intensive instruction in word meaning acquisition, and (3) cognitive strategy instruction, which includes engaging students in literacy-rich activities coupled with explicit teaching of specific literacy components.
520 $a Based on the above research findings, I designed and carried out the following improvements at LES: 1) I provided two workshops for teachers and the ELL tutor at curriculum meetings on how to work with ELLs; 2) I designed a school-wide progress monitoring schedule for teachers to follow to monitor the academic progress of ELLs; 3) I assisted teachers in analyzing progress monitoring data and grouping students based on their needs; 4) I supported teachers with materials and instructional strategies to meet the needs of ELLs; 5) I designed sample lesson plans to demonstrate how to address ELLs' learning characteristics for teachers to try out; 6) I selected supplemental materials and model lessons for the ELL tutor; and 7) I shared my concerns about the lack of resources and training for teachers with the district's ELL program supervisor.
520 $a Teachers at LES provided positive feedback about the two workshops I presented. Selected classroom teachers tried the lesson plans with mixed reactions about the lesson structure. The ELL tutor began to use the supplemental materials. Finally, the ELL program supervisor at BSD provided the very first district-wide training for teachers on the topic of how to teach ELLs with the Sheltered Instruction Observation Protocol (SIOP) model/approach.
520 $a The overall intervention results are mostly positive, but not yet as effective or rapid as expected. These results highlight the urgent need for improvement in ELL education, and reveals the lengthy time needed to attain significant and sustained improvement. Further improvements can be made in many areas, including providing teachers/tutors with more knowledge about how to teach ELLs, having materials and programs that are more appropriate for ELLs, and using instructional routines and structures that match ELLs' needs. As we move forward, we will continually strive to find ways to improve ELLs' academic achievement at LES.
590 $a School code: 0060.
650 4 $a English as a second language. $3 516208
650 4 $a Curriculum development. $3 684418
690 $a 0441
690 $a 0727
710 2 $a University of Delaware. $b School of Education. $3 1022090
773 0 $t Dissertation Abstracts International $g 77-03A(E).
790 $a 0060
791 $a D.Ed.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3730258