Views from Teachers of Sheltered English Immersion in the Post Proposition 203 Era

Persistent Link:
http://hdl.handle.net/10150/193847
Title:
Views from Teachers of Sheltered English Immersion in the Post Proposition 203 Era
Author:
Lindberg, Julia Marie
Issue Date:
2005
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this the study was to investigate the ways in which teachers are responding to the implementation of Proposition 203, and how they perceive their abilities to meet the needs of the English Language Learner (ELL) students in their classes. The research was conducted in the form of a case study of four teachers nested in the results of a survey given to Kindergarten-third grade teachers throughout a southern Arizona school district. Results of the case study data collection were compared with those from the survey. The data indicates the following four conclusions:1. Implementation of instructional strategies in SEI classes varies, regardless of the endorsement status or experience of the teacher2. Teachers more easily address the needs of less proficient students than they do intermediate level students3. Teachers use of data and resources to support their instruction of ELL students has been uneven4. The influence of multiple reform efforts has had a confounding effect on the implementation of SEI at both the administrative and classroom levels.The results of the study imply that districts will need to conduct consistent training on the implementation of sheltered English instruction and administration will need to follow the training with monitoring and coaching of teachers to ensure that instruction meets the academic and language needs of ELL students.
Type:
text; Electronic Dissertation
Keywords:
education; English Learners; policy; sheltered English
Degree Name:
PhD
Degree Level:
doctoral
Degree Program:
Language, Reading & Culture; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Ruiz, Richard

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleViews from Teachers of Sheltered English Immersion in the Post Proposition 203 Eraen_US
dc.creatorLindberg, Julia Marieen_US
dc.contributor.authorLindberg, Julia Marieen_US
dc.date.issued2005en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this the study was to investigate the ways in which teachers are responding to the implementation of Proposition 203, and how they perceive their abilities to meet the needs of the English Language Learner (ELL) students in their classes. The research was conducted in the form of a case study of four teachers nested in the results of a survey given to Kindergarten-third grade teachers throughout a southern Arizona school district. Results of the case study data collection were compared with those from the survey. The data indicates the following four conclusions:1. Implementation of instructional strategies in SEI classes varies, regardless of the endorsement status or experience of the teacher2. Teachers more easily address the needs of less proficient students than they do intermediate level students3. Teachers use of data and resources to support their instruction of ELL students has been uneven4. The influence of multiple reform efforts has had a confounding effect on the implementation of SEI at both the administrative and classroom levels.The results of the study imply that districts will need to conduct consistent training on the implementation of sheltered English instruction and administration will need to follow the training with monitoring and coaching of teachers to ensure that instruction meets the academic and language needs of ELL students.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjecteducationen_US
dc.subjectEnglish Learnersen_US
dc.subjectpolicyen_US
dc.subjectsheltered Englishen_US
thesis.degree.namePhDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineLanguage, Reading & Cultureen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairRuiz, Richarden_US
dc.contributor.committeememberMoll, Luisen_US
dc.contributor.committeememberJones, Toni Griegoen_US
dc.identifier.proquest1609en_US
dc.identifier.oclc659747464en_US
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