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Effects of professional learning on productivity of elementary teachers : = Impact on English learners' reading achievement and language acquisition.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Effects of professional learning on productivity of elementary teachers :/
Reminder of title:	Impact on English learners' reading achievement and language acquisition.
Author:	Maldonado, Maria Witrado.
Description:	1 online resource (129 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9781369107593

Effects of professional learning on productivity of elementary teachers : = Impact on English learners' reading achievement and language acquisition.
Maldonado, Maria Witrado.

Effects of professional learning on productivity of elementary teachers :Impact on English learners' reading achievement and language acquisition. - 1 online resource (129 pages)

Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.

Thesis (Ed.D.)--California State University, Fresno, 2016.

Includes bibliographical references

English learners have been part of the landscape of California public schools for many years. Since English Learners (ELs) became a "significant subgroup" under the No Child Left Behind Act of 2001, the urgency of ensuring the academic achievement of ELs has become a major focus for schools throughout the state. However, teachers are unprepared to meet the instructional needs of this group of students. A quantitative research method was utilized to examine how professional learning focused on practices designed to teach ELs impacts the academic achievement of ELs. A professional learning survey was used to measure teacher perceptions about the effectiveness of specific aspects of professional learning in preparing them to teach ELs. Additionally, results of the Benchmark Assessment System (BAS) and Degrees of Reading Power (DRP) were used to measure impact in reading achievement. Results of the California English Language Development Test (CELDT) were used to measure impact in learning English. Findings indicate that teachers found the professional learning moderately effective, with Job-Embedded Instructional Coaching slightly more effective than Traditional, and Understanding and Applying the Standards. Findings revealed a significant, but small difference between the mean scores in reading achievement of Cohort 1 and Cohort 2 of the treatment group. Findings also revealed significant, but small difference in mean language acquisition scores for some grade level groups between Cohort 1 and Cohort 2. Similar studies throughout the nation would be helpful in identifying the most effective professional learning teachers need to accelerate the academic achievement of ELs.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369107593Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Effects of professional learning on productivity of elementary teachers : = Impact on English learners' reading achievement and language acquisition.
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500 $a Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.
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502 $a Thesis (Ed.D.)--California State University, Fresno, 2016.
504 $a Includes bibliographical references
520 $a English learners have been part of the landscape of California public schools for many years. Since English Learners (ELs) became a "significant subgroup" under the No Child Left Behind Act of 2001, the urgency of ensuring the academic achievement of ELs has become a major focus for schools throughout the state. However, teachers are unprepared to meet the instructional needs of this group of students. A quantitative research method was utilized to examine how professional learning focused on practices designed to teach ELs impacts the academic achievement of ELs. A professional learning survey was used to measure teacher perceptions about the effectiveness of specific aspects of professional learning in preparing them to teach ELs. Additionally, results of the Benchmark Assessment System (BAS) and Degrees of Reading Power (DRP) were used to measure impact in reading achievement. Results of the California English Language Development Test (CELDT) were used to measure impact in learning English. Findings indicate that teachers found the professional learning moderately effective, with Job-Embedded Instructional Coaching slightly more effective than Traditional, and Understanding and Applying the Standards. Findings revealed a significant, but small difference between the mean scores in reading achievement of Cohort 1 and Cohort 2 of the treatment group. Findings also revealed significant, but small difference in mean language acquisition scores for some grade level groups between Cohort 1 and Cohort 2. Similar studies throughout the nation would be helpful in identifying the most effective professional learning teachers need to accelerate the academic achievement of ELs.
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