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The Perceptions of School Administrators, Program Directors, and Instructors in Workforce Innovation and Opportunity Act (WIOA)-Funded Adult TESOL Programs of Factors of Achieving Measurable Skill Gains (MSGs).

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Perceptions of School Administrators, Program Directors, and Instructors in Workforce Innovation and Opportunity Act (WIOA)-Funded Adult TESOL Programs of Factors of Achieving Measurable Skill Gains (MSGs)./
Author:	Anzelde, Robert Andrew.
Description:	1 online resource (120 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
Contained By:	Dissertations Abstracts International82-04A.
Subject:	Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28026923click for full text (PQDT)
ISBN:	9798684636424

The Perceptions of School Administrators, Program Directors, and Instructors in Workforce Innovation and Opportunity Act (WIOA)-Funded Adult TESOL Programs of Factors of Achieving Measurable Skill Gains (MSGs).
Anzelde, Robert Andrew.

The Perceptions of School Administrators, Program Directors, and Instructors in Workforce Innovation and Opportunity Act (WIOA)-Funded Adult TESOL Programs of Factors of Achieving Measurable Skill Gains (MSGs). - 1 online resource (120 pages)

Source: Dissertations Abstracts International, Volume: 82-04, Section: A.

Thesis (Ph.D.)--Concordia University Chicago, 2020.

Includes bibliographical references

This study is a qualitative, collective, bounded case study that examines the perceptions of directors, instructors, and administrators in Workforce Innovation and Opportunity Act (WIOA)-funded adult Teaching English to Speakers of Other Languages (TESOL) programs to determine factors that increase and decrease measurable skill gains (MSGs) in these programs. The investigation seeks to answer the question: What are the perceptions of administrators, directors, and instructors in WIOA-funded adult TESOL programs of factors in achieving MSGs? This central research question is examined through exploring two sub-questions that address the practices of administrators, directors, and instructors in both high-achieving and low-achieving MSG programs. The problem is viewed from the perspective of Vygotsky's sociocultural theory as a foundational construct that motivates and drives the research and relates to the problem. Data was collected from seven community colleges located within the Chicagoland vicinity. The sources of data include responses from one-on-one unstructured interviews with three separate Illinois College Community Board (ICCB) or Adult Education Family Literacy (AEFL) administrators, from one-on-one unstructured interviews with seven separate adult TESOL directors, and from seven focus groups of adult TESOL instructors. The study concludes that two actions are needed. First, more advocacy for funding and professional development opportunities for ICCB administrators, program directors, and instructors in adult TESOL is needed to meet the mandated MSG benchmarks. Second, the MSG benchmarks need to be lowered to balance the equation O = T/L = A, meaning that objectives (O) must match what is taught (T), which should be what students learn (L) and are assessed (A) on. Thus, the programs' objectives, instructional strategies, learning activities, and assessment practices should align with one another in order for students' educational experiences to be authentic and effective.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798684636424Subjects--Topical Terms:

524476
Linguistics.
Subjects--Index Terms:

Adult educationIndex Terms--Genre/Form:

542853
Electronic books.

The Perceptions of School Administrators, Program Directors, and Instructors in Workforce Innovation and Opportunity Act (WIOA)-Funded Adult TESOL Programs of Factors of Achieving Measurable Skill Gains (MSGs).
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504 $a Includes bibliographical references
520 $a This study is a qualitative, collective, bounded case study that examines the perceptions of directors, instructors, and administrators in Workforce Innovation and Opportunity Act (WIOA)-funded adult Teaching English to Speakers of Other Languages (TESOL) programs to determine factors that increase and decrease measurable skill gains (MSGs) in these programs. The investigation seeks to answer the question: What are the perceptions of administrators, directors, and instructors in WIOA-funded adult TESOL programs of factors in achieving MSGs? This central research question is examined through exploring two sub-questions that address the practices of administrators, directors, and instructors in both high-achieving and low-achieving MSG programs. The problem is viewed from the perspective of Vygotsky's sociocultural theory as a foundational construct that motivates and drives the research and relates to the problem. Data was collected from seven community colleges located within the Chicagoland vicinity. The sources of data include responses from one-on-one unstructured interviews with three separate Illinois College Community Board (ICCB) or Adult Education Family Literacy (AEFL) administrators, from one-on-one unstructured interviews with seven separate adult TESOL directors, and from seven focus groups of adult TESOL instructors. The study concludes that two actions are needed. First, more advocacy for funding and professional development opportunities for ICCB administrators, program directors, and instructors in adult TESOL is needed to meet the mandated MSG benchmarks. Second, the MSG benchmarks need to be lowered to balance the equation O = T/L = A, meaning that objectives (O) must match what is taught (T), which should be what students learn (L) and are assessed (A) on. Thus, the programs' objectives, instructional strategies, learning activities, and assessment practices should align with one another in order for students' educational experiences to be authentic and effective.
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650 4 $a English as a second language. $3 516208
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653 $a Measurable skill gains
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