English Language Learners: A Comparison of the Effects of WIDA Proficiency on Online, Blended and Traditional Learning

Autor/in	Van Buskirk, Candida
Titel	English Language Learners: A Comparison of the Effects of WIDA Proficiency on Online, Blended and Traditional Learning
Quelle	(2021), (130 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Indiana State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7906-6030-6
Schlagwörter	Hochschulschrift; Dissertation; English (Second Language); English Language Learners; Teaching Methods; Instructional Effectiveness; Reading Skills; Writing Skills; High School Students; Grade 11; Electronic Learning; Blended Learning; Conventional Instruction; Instructional Design; Gender Differences; Michigan + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; Lesson concept; Lessonplan; Unterrichtsentwurf; Geschlechterkonflikt
Abstract	This quantitative study sought to learn if instructional mode (online, blended, traditional) had an impact on evidence-based reading and writing SAT scores for English Language Learners, as well as if WIDA (World-Class Instructional Design and Assessment) is a predictor of the evidence-based reading and writing SAT scores for ELL students. This study also compared ELLs against non-ELLs on the evidence-based reading and writing portion of the SAT and compared male and female ELLs. Data were collected for all ELLs that were juniors during the 2017-18 school year from the state of Michigan. Data were also collected from Michigan public schools that identified as blended or online learning. The data were received from the Michigan Education Research Institute. This research provides new science for ELLs that WIDA is a predictor for evidence-based reading and writing SAT scores, and no significance was found on mode of instruction for ELLs. It was determined that females test higher than males on the evidence-based reading and writing portion of the SAT. The implications of this new science are valuable to leaders, teachers, and families of ELLs. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01