Highly Effective Teachers of Latino English Language Learners: Knowledge, Skills, and Dispositions That Lead to Improved Language Acquisition and Student Achievement

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Autor/in	Moore, Wendy V.
Titel	Highly Effective Teachers of Latino English Language Learners: Knowledge, Skills, and Dispositions That Lead to Improved Language Acquisition and Student Achievement
Quelle	(2016), (115 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Claremont Graduate University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3399-6043-2
Schlagwörter	Hochschulschrift; Dissertation; English Language Learners; Academic Achievement; Language Proficiency; Classification; Hispanic American Students; Dropouts; Poverty; Student Mobility; Educational Trends; Underachievement; Teacher Effectiveness; Knowledge Base for Teaching; Second Language Learning; Elementary School Students; Middle School Students; High School Students; College Preparation; Elective Courses; Scores; Language Tests; Questionnaires; Teaching Methods; Cooperative Learning; Feedback (Response); Notetaking; Observation; Homework; Scaffolding (Teaching Technique); Academic Discourse; Vocabulary Development; Teacher Expectations of Students; Teacher Characteristics; Teacher Evaluation; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Language skill; Language skills; Sprachkompetenz; Classification system; Klassifikation; Klassifikationssystem; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Armut; Mobility; Mobilität; Bildungsentwicklung; Performance deficiency; Leistungsschwäche; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching theory; Theory of teaching; Unterrichtstheorie; Zweitsprachenerwerb; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Elective course; Wahlkurs; Language test; Sprachtest; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Beobachtung; Hausaufgabe; Discourse; Diskurs; Wortschatzarbeit; Teacher appraisal; Lehrerbeurteilung; Kalifornien
Abstract	It is predicted that Hispanic school-aged children will outnumber non-Hispanic white students in public schools by 2050 (Wolf, Herman, & Dietel, 2010). While the number of Latino English language learners (ELLs) continues to grow, their educational achievement remains problematic. Data reveal that ELL dropout, mobility, and poverty rates are among the highest, while their achievement is amongst the lowest (Wolf, et al., 2010; Xu & Drame, 2007). The continuance of current trends will result in an eventual majority population dominated by underachievement, which will ultimately distress schools, communities, and our nation as a whole. The purpose of the current study was to identify the knowledge, skills, and dispositions of highly effective teachers who have shown success in improving the language acquisition and academic achievement of English language learners during the critical upper elementary school years (grades 4-6); which is the ideal timeframe for students who have been in U.S. schools for several years, to be considered for reclassification. Reclassification from 'English Learner' to 'English Proficient' opens doors for middle and high school students, permitting them to take college preparatory and elective courses. The alternative outcome is double blocks of English instruction, which often times results in disengagement, low academic performance and possible dropout. Highly effective elementary school teachers (N = 7) were identified utilizing their affiliated ELL student scores on the CELDT (California English Language Development Test) and the CST (California State Test) over a three-year period ranging from 2010 to 2013. Data was collected via student questionnaires (N = 193) and classroom observations conducted over the course of an entire school year. Study findings showed an overlap of the following instructional strategies through a cross-comparison of observation data, student questionnaire data, and the literature review: checking for understanding, cooperative learning, explicit instruction, feedback, note taking, objectives, practice/homework, repetition, step-by-step scaffolding, visuals/nonlinguistic representations, and an emphasis on academic vocabulary. Strategies identified with the highest frequency in student questionnaire data included: explains things, makes learning fun, reteaches or reviews, uses visuals (videos, maps, diagrams, etc.), checks for understanding, gives examples, explicit instruction of learning strategies, extra time, models, repetition, small group intervention, and step by step instruction. Two items identified with high intensity on student questionnaires and classroom observations, which were not prominent in the literature include 'explains things' and 'having goals that are set, discussed, and reviewed on a regular basis.'. In regard to dispositions, the following overlap was found: teacher care, high expectations, and friendly/approachable. Teacher care and high expectations appeared at a high level of frequency in both student questionnaire data and observation data. There were three overlapping items identified with high intensity in student questionnaires and classroom observations that were not readily identified in the literature as highly effective for ELLs; those dispositions include funny/humorous, positive, and prepared/organized. While the bulk of study strategies and dispositions are readily identified in the literature as "good teaching for all students," observation data and student questionnaire data highlight two important differences, which include the high intensity of strategy implementation as well as the imperative coexistence of specific teacher dispositions. Study recommendations include an emphasis on the development of teacher dispositions, continued implementation of explicit instructional strategies, reinforcement of high expectations for ELs, and the incorporation of student questionnaires in teacher evaluation and reflection. Findings provide teachers with a framework of essential skills and dispositions to improve ELL student 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