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What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
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The dynamics of foreign language values in Sweden: a social history ; Dinamika vrednot tujih jezikov na Švedskem: socialna zgodovina
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In: CEPS Journal 12 (2022) 1, S. 125-146 (2022)
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Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
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In: Networks: An Online Journal for Teacher Research (2022)
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Plain Language or Anything But?
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In: Journal of Aviation/Aerospace Education & Research (2022)
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Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities
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In: Research outputs 2014 to 2021 (2022)
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Attributions of Successful English Language Learners in Transfer-Level English
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In: Doctoral Dissertations and Projects (2022)
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Factors Predicting Identification of Giftedness Resulting from Universal Screening
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In: Doctoral Dissertations and Projects (2022)
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English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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| 9 |
Teachers' Perceptions of Cultural Contents in English Language Textbooks Used in Multicultural Classrooms at a Thai Primary School
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In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 227-241 ; Multicultural Lingual and Multicultural Education (2022)
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| 10 |
Supporting the Oral Language Development of Young Dual Language Learners: Perspectives of EL Teachers in NH
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In: Honors Theses and Capstones (2022)
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| 11 |
Parenting of 1.5 generation Chinese Americans’ parents: A case study
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In: Journal of Global Education and Research (2022)
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| 12 |
Literatur- und Sprachwissenschaften in den Disability Studies
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Helduser, Urte. - : VS Verlag für Sozialwissenschaften, 2022. : Springer Fachmedien Wiesbaden, 2022
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| 13 |
Life, Strength, Woman: English Translation of Julia de Burgos’s Poetry
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In: Honors Theses, University of Nebraska-Lincoln (2022)
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| 14 |
Dancing and Poetry: A Study of the Whirling Dervish Dance Through Rumi’s Poetry
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In: Honors Theses, University of Nebraska-Lincoln (2022)
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| 15 |
Quantitative Study of Predictive Relationships Between English Language Proficiency, Academic Growth, and Academic Achievement Assessments in North Georgia
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Abstract:
This study examined the predictive relationship between ELs' proficiency levels on the Assessing Comprehension and Communication in English State-to-State for ELs 2.0, students' performance on English language arts Georgia Milestones Assessment System, and academic growth on the Measures of Academic Progress. It was comprised of third through fifth grade English Language Learners. The study compared the percentage of English language learner students at each proficiency level, gender, and grade level and their achievement of English language arts on the Georgia Milestones Assessment System and growth from the beginning of the year to the end of the year on Measure of Academic Progress. The study was evaluated by conducting Pearson correlation coefficients, one-way ANOVA, and mediation analysis. Results for this research question indicated a significant positive relationship between academic achievement and academic growth. There was a significant positive relationship between academic achievement and all eight domains of English proficiency. The results indicated as grade level increased, English proficiency increased, and academic growth and achievement decreased. Results for this research question indicated a significant effect on all eight domains of English proficiency. The results indicated academic achievement is not obtained for almost 77% of ELs scoring in the 4.3 – 4.9 English proficiency level. There were significant results for all eight domains of English proficiency and academic achievement. The three domains of speaking, oral, and composite were mediated by academic growth. Keywords: English Language Proficiency; Academic Growth; Academic Achievement Assessments; English Language Learners; ELLs; EL; ; ABSTRACT i -- TABLE OF CONTENTS ii -- LIST OF TABLES vi -- LIST OF FIGURES vii -- ACKNOWLEDGMENT viii -- DEDICATION ix -- Chapter I INTRODUCTION 1 -- Overview 1 -- Statement of the Problem 4 -- Purpose 5 -- Research Questions 7 -- Significance of the Study 8 -- Conceptual Framework 9 -- Summary of Methodology 13 -- Limitations 14 -- Summary 14 -- Definitions of Terms 15 -- Chapter II REVIEW OF LITERATURE 17 -- Overview 17 -- ELs 17 -- Accommodations 18 -- Exit Criteria 19 -- Post Exit Monitoring 20 -- ELs in the Classroom: Best Practices 21 -- Challenges in the Classroom 21 -- The Role of Leadership 24 -- State and Federal Mandates 25 -- Standards 26 -- Every Student Succeed Act 26 -- Georgia Standards of Excellence 27 -- World-Class Instructional Design Assessment Consortium 27 -- English Language Proficiency: Years to Proficiency 28 -- Gender 30 -- Reclassifying ELs 31 -- Language Proficiency Assessment 35 -- Academic Achievement Assessment 36 -- Adaptive Academic Assessment 36 -- Summary 37 -- Chapter III METHODOLOGY 39 -- Overview 39 -- Research Questions 40 -- Research Design 40 -- Sample 42 -- Description of the Population 43 -- Data Collection 44 -- Procedures 47 -- Threats to Validity 50 -- Summary 50 -- Chapter IV RESULTS 52 -- Data Analysis 53 -- Descriptive Statistics 54 -- Results by Questions 55 -- Research Question 1 55 -- Research Question 2 64 -- Research Question 3 69 -- Summary 79 -- Chapter V SUMMARY AND DISCUSSION 82 -- Overview 82 -- Overview of the Sample and Data Collection 86 -- Quantitative Findings 87 -- Implications of Findings 89 -- Limitations to the Study 94 -- Recommendations for Future Research 95 -- Summary 96 -- REFERENCES 98 -- Appendix A Institutional Review Board Protocol Exemption Report 109 -- Appendix B Letter of Cooperation 1 111 -- Appendix C Letter of Cooperation 2 113 -- Appendix D Data Collection 115 ; Bochenko, Michael ; Sakhavat, Mammadov ; Hsiao, E-Ling ; Hill, D. Laverne ; Ed.D. ; Education in Leadership
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Keyword:
Academic--United States; Dissertations; Education; Elementary; English language; English language--Study and teaching (Elementary); Georgia; Student growth (Academic achievement)
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URL: https://hdl.handle.net/10428/5397
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| 16 |
Delivering on a Promise: A Longitudinal Cohort Study of Emergent Bilinguals' Academic Achievement in a Utah Dual Language Program
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In: All Graduate Theses and Dissertations (2022)
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| 17 |
Factors that Impact EFL Acquisition in Cape Verde
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In: Master’s Theses and Projects (2021)
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| 18 |
Cape Verdean Students’ Perceptions of their English Language Preparation for Higher Education in the US
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In: Master’s Theses and Projects (2021)
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| 19 |
Lolita in the Contemporary American Classroom: Pedagogical and Learning Approaches
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In: Master’s Theses and Projects (2021)
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Factors Associated with Novice General Education Teachers’ Preparedness to Work with Multilingual Learners: A Multilevel Study
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In: Literacy, Language, and Culture Faculty Publications and Presentations (2021)
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