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

Kurian, Sherin,

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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 /

Record Type:	Electronic resources : Monograph/item
Title/Author:	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.
Author:	Kurian, Sherin,
Description:	1 electronic resource (150 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
Contained By:	Dissertations Abstracts International86-11A.
Subject:	Educational leadership. -
Online resource:	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 /
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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.
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