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One year to learn: A mixed methods s...

Skinner, Debra Hoffman.

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One year to learn: A mixed methods study evaluating Arizona secondary students' acquisition of English through English language development.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	One year to learn: A mixed methods study evaluating Arizona secondary students' acquisition of English through English language development./
作者:	Skinner, Debra Hoffman.
面頁冊數:	144 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: .
Contained By:	Dissertation Abstracts International72-05A.
標題:	Education, English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3445243
ISBN:	9781124542355

One year to learn: A mixed methods study evaluating Arizona secondary students' acquisition of English through English language development.
Skinner, Debra Hoffman.

One year to learn: A mixed methods study evaluating Arizona secondary students' acquisition of English through English language development. - 144 p.

Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: .

Thesis (Ph.D.)--Capella University, 2011.

The purpose for this research study was to determine whether the Arizona English Language Development (ELD) model, a highly structured English acquisition model, contributed to high school English Language Learner (ELL) achievement in reading and writing, and whether the model accomplished the one year to proficiency goal set by the Arizona legislature. The research project employed an explanatory mixed methods design, using post ex facto assessment data from the Arizona ELL high school population and generic qualitative inquiry dialogue from participants in the implementation of ELD. Based on the reading and writing results of high school ELL students on the 2007 and 2009 Arizona Instrument to Measure Standards (AIMS) student achievement improved. Though the changes in the percentages of students passing AIMS reading and writing assessments were minimal, the results showed a decrease in the percentage of students at the falls far below the standards level, and an increase in the percentage at the approaches level in each test. Additionally, results from AZELLA data did not meet the 100% passing goal set by the legislature, although percentages of students who passed the AZELLA increased by 14 percentage points. Since data were collected from the entire population, and efficacy of implementation could not be established, the second phase of the dissertation, generic qualitative inquiry, was implemented. Results from the ten interviews were mixed, with seven educators stating that the ELD model contributed to student success, one who was not sure, and two that believe the model is detrimental to student achievement. The combination of quantitative and qualitative data indicate that one year to learn English is not possible, but student achievement may improve and acquisition of English may accelerate as a result of ELD implementation.

ISBN: 9781124542355Subjects--Topical Terms:

1030294
Education, English as a Second Language.

One year to learn: A mixed methods study evaluating Arizona secondary students' acquisition of English through English language development.
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