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A Delphi study of best practices for...

Brown, Julie A.

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A Delphi study of best practices for the achievement of English language learners.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A Delphi study of best practices for the achievement of English language learners./
Author:	Brown, Julie A.
Description:	192 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-03, Section: A, page: .
Contained By:	Dissertation Abstracts International72-03A.
Subject:	Education, English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3434564
ISBN:	9781124415123

A Delphi study of best practices for the achievement of English language learners.
Brown, Julie A.

A Delphi study of best practices for the achievement of English language learners. - 192 p.

Source: Dissertation Abstracts International, Volume: 72-03, Section: A, page: .

Thesis (Ed.D.)--Walden University, 2011.

Educators must deliver instruction to English language learners (ELLs) in secondary schools with greater accountability than ever before. Current literature lacks comprehensive, accepted strategies for ELL success. Nationally, ELL students underperformed in making adequate yearly progress. Further understanding of the elements necessary for ELL success was necessary. The study participants were members of the organization, Teachers of English to Speakers of Other Languages (TESOL). The purpose of this qualitative study was to explore the most important factors for ELL achievement. The theoretical framework was that language and content are best learned simultaneously and that ELLs could acquire both. The guiding research question involved understanding the necessary elements for the academic achievement of ELLs. Data analysis procedures included forming a Delphi panel of TESOL experts who completed two rounds of consensus-seeking through a web-based survey developed from the literature. The panelists ranked the practices, contributed strategies, and edited positions. The data were disaggregated using qualitative descriptions of the panelists' top rankings of 50 ELL practices. The key results were an agreed upon list of six categories for school initiatives that included support for teachers, modifying instruction, content relevance, leadership, culture, and parental involvement. There were seven top instructional strategies for ELLs that included multiple modalities, vocabulary, collaboration, professional learning, building background knowledge, content linking, and student engagement. There were 37 remaining ELL strategies that merited consideration in future studies. The implications for social change included the development of a list of 13 best practices to positively impact ELL academic achievement.

ISBN: 9781124415123Subjects--Topical Terms:

1030294
Education, English as a Second Language.

A Delphi study of best practices for the achievement of English language learners.
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100 1 $a Brown, Julie A. $3 1678748
245 1 2 $a A Delphi study of best practices for the achievement of English language learners.
300 $a 192 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-03, Section: A, page: .
500 $a Adviser: Barbara Bailey.
502 $a Thesis (Ed.D.)--Walden University, 2011.
520 $a Educators must deliver instruction to English language learners (ELLs) in secondary schools with greater accountability than ever before. Current literature lacks comprehensive, accepted strategies for ELL success. Nationally, ELL students underperformed in making adequate yearly progress. Further understanding of the elements necessary for ELL success was necessary. The study participants were members of the organization, Teachers of English to Speakers of Other Languages (TESOL). The purpose of this qualitative study was to explore the most important factors for ELL achievement. The theoretical framework was that language and content are best learned simultaneously and that ELLs could acquire both. The guiding research question involved understanding the necessary elements for the academic achievement of ELLs. Data analysis procedures included forming a Delphi panel of TESOL experts who completed two rounds of consensus-seeking through a web-based survey developed from the literature. The panelists ranked the practices, contributed strategies, and edited positions. The data were disaggregated using qualitative descriptions of the panelists' top rankings of 50 ELL practices. The key results were an agreed upon list of six categories for school initiatives that included support for teachers, modifying instruction, content relevance, leadership, culture, and parental involvement. There were seven top instructional strategies for ELLs that included multiple modalities, vocabulary, collaboration, professional learning, building background knowledge, content linking, and student engagement. There were 37 remaining ELL strategies that merited consideration in future studies. The implications for social change included the development of a list of 13 best practices to positively impact ELL academic achievement.
590 $a School code: 0543.
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Secondary. $3 539262
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710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 72-03A.
790 1 0 $a Bailey, Barbara, $e advisor
790 1 0 $a Kim, Edward $e committee member
790 1 0 $a Pearce, Carole $e committee member
790 $a 0543
791 $a Ed.D.
792 $a 2011
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