Everyday ExcELLence Institute Program Evaluation Report, 2013-2014. Research Educational Program Report

Institution	Houston Independent School District (HISD), Department of Research and Accountability
Titel	Everyday ExcELLence Institute Program Evaluation Report, 2013-2014. Research Educational Program Report
Quelle	(2015), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Program Evaluation; English Language Learners; English (Second Language); Second Language Learning; Standardized Tests; Achievement Tests; Language Proficiency; Second Language Instruction; Secondary School Teachers; Faculty Development; Educational Research; School Districts; Teacher Student Relationship; Reading Teachers; English Teachers; Mathematics Teachers; Science Teachers; Social Studies; Academic Achievement; Elementary School Teachers; Middle School Teachers; Texas (Houston); Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Language skill; Language skills; Sprachkompetenz; Fremdsprachenunterricht; Bildungsforschung; Pädagogische Forschung; School district; Schulbezirk; Teacher student relationships; Lehrer-Schüler-Beziehung; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; English language lessons; Teacher; Teachers; Englischunterricht; Mathematics; Mathematik; Science; Science teacher; Wissenschaft; Gemeinschaftskunde; Schulleistung; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	English language learners (ELLs) are at risk of falling behind academically because of unaddressed gaps in academic language and literacy skills. The Everyday ExcELLence Institute was a collaboration between the Multilingual, Curriculum, Instruction, & Assessment and Professional Support & Development departments and was intended to provide ELL teachers with practical instructional routines that could be used in a variety of content areas. The report summarizes data from the ExcELLence Institute training for teachers which occurred in 2013-2014. Included are demographic data for program participants, information on teacher reactions to the training and on their implementation of the strategies they learned, as well as data on the impact of training on the academic performance of students of those teachers. A total of 455 teachers attended the Everyday ExcELLence Institute, teaching in the areas of reading/ELA, mathematics, science, or social studies. Results showed that teachers were satisfied overall with the quality of the training. Teachers reported using most ExcELLence Institute strategies fairly frequently, but did express concern over the amount of ongoing support they had available, particularly from principals and others administrators. Finally, performance of English as a Second Language (ESL) students whose teachers received training showed only weak evidence for beneficial effects compared to ESL students whose teachers did not receive training. However, there was stronger evidence for benefits of training when campuses had evidence of administrative buy-in and an ongoing focus on the use of the trained strategies. (ERIC).
Anmerkungen	Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01