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An evaluation of the impact of direc...

Guerrero, Miguel Angel.

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An evaluation of the impact of direct instruction intervention on the academic achievement of English Language Learners.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	An evaluation of the impact of direct instruction intervention on the academic achievement of English Language Learners./
作者:	Guerrero, Miguel Angel.
面頁冊數:	114 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3175.
Contained By:	Dissertation Abstracts International71-09A.
標題:	Education, English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3418052
ISBN:	9781124160443

An evaluation of the impact of direct instruction intervention on the academic achievement of English Language Learners.
Guerrero, Miguel Angel.

An evaluation of the impact of direct instruction intervention on the academic achievement of English Language Learners. - 114 p.

Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3175.

Thesis (Ed.D.)--University of Southern California, 2010.

The purpose of this case study was to analyze the impact of direct instruction on the academic achievement of 342 High School English Language Learners on the English Language Arts portion of the California Standards Test (CST). Using dependent group and non-equivalent control group benchmark designs, a mixed-method methodology primarily focused on the quantitative portion to determine both statistical and practical significance. DATAWORKS Explicit Direct Instruction was the direct instruction model selected for intervention. Data were drawn from the English Language Arts portion of the California Standards Test for the 2006 and 2007 administration.

ISBN: 9781124160443Subjects--Topical Terms:

1030294
Education, English as a Second Language.

An evaluation of the impact of direct instruction intervention on the academic achievement of English Language Learners.
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520 $a The purpose of this case study was to analyze the impact of direct instruction on the academic achievement of 342 High School English Language Learners on the English Language Arts portion of the California Standards Test (CST). Using dependent group and non-equivalent control group benchmark designs, a mixed-method methodology primarily focused on the quantitative portion to determine both statistical and practical significance. DATAWORKS Explicit Direct Instruction was the direct instruction model selected for intervention. Data were drawn from the English Language Arts portion of the California Standards Test for the 2006 and 2007 administration.
520 $a This researched-based intervention demonstrated mixed results on the California Standards Test. On traditional indicators of accountability (CST, API, and AYP) declines in test performance from pre-intervention to post intervention were observed. However, both California's Academic Performance Index (API) and the No-Child-Left Behind (NCLB) Adequate Yearly Progress indices (AYP) are based on a comparison of "successive cohorts" of students. Such a comparison assumes that the students attending the school have similar background characteristics and prior learning on a year-to-year basis. The inherent problem of using successive cohorts to measure school improvement is widely recognized by practitioners and researchers, and there is a large consensus that longitudinal measurement of individual student growth better measures student academic achievement. In the present study, the successive cohorts were dramatically different because of a large influx of students from a nearby urban area. Thus, the declines in the CST, API, and AYP scores likely were due to a changing student population and not the direct instruction intervention.
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