1 |
Fifty Definitions of English Learner: A Proposed Solution to Inconsistent State-by-State Systems in the United States for Classifying Students Who Speak English as a Second Language
|
|
|
|
In: Educational Considerations (2022)
|
|
BASE
|
|
Show details
|
|
2 |
Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice
|
|
|
|
In: Annotated Bibliographies (2022)
|
|
BASE
|
|
Show details
|
|
3 |
The Language of Power: An Investigation of How the Macropolitics of Education Policy Affects the Micropolitics of Schooling English Learners
|
|
|
|
In: Theses and Dissertations--Education Sciences (2022)
|
|
BASE
|
|
Show details
|
|
4 |
Student Centered Language Teaching: A Focus on Student Identity
|
|
|
|
In: All Graduate Plan B and other Reports (2022)
|
|
BASE
|
|
Show details
|
|
5 |
Social Justice in the Language Classroom Series: Argentina
|
|
|
|
In: Early College Folio (2021)
|
|
BASE
|
|
Show details
|
|
6 |
An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
|
|
|
|
In: Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
7 |
Building Support Systems for High School English Language Learners: A Developmental Program Evaluation
|
|
|
|
In: Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
8 |
Response to Intervention 2 EasyCBM and AIMSweb Intervention Programs How They Relate to Student Growth
|
|
|
|
In: Electronic Theses and Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
9 |
Leveraging Equity and Excellence for English Learners: An Annotated Bibliography
|
|
|
|
In: Annotated Bibliographies (2021)
|
|
BASE
|
|
Show details
|
|
10 |
The Policy Feedback Loop: Exploring English Learner (EL) Policy, Policy Implementation, and the Relationship between Policy, Research, and Practice
|
|
|
|
In: Doctoral Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
11 |
The Predictive Role of Grapho-Morphological Knowledge in Reading Comprehension for Beginning-Level L2 Chinese Learners
|
|
|
|
In: Modern and Classical Languages, Literatures and Cultures Faculty Publications (2021)
|
|
BASE
|
|
Show details
|
|
12 |
Investigando los Éxitos y las Dificultades de Implementar un Programa de Inmersión Dual a Través de las Perspectivas de Tres Administradores
|
|
|
|
In: World Languages and Cultures (2020)
|
|
BASE
|
|
Show details
|
|
13 |
Etymologies of Chinese Hànzì and Japanese Kanji: Explanations on Liùshū 六書 and Rikusho 六書
|
|
|
|
In: Chinese Language Teaching Methodology and Technology (2020)
|
|
BASE
|
|
Show details
|
|
14 |
Cuban Immigrants’ Experience with Acculturation and How They Cope in the United States
|
|
|
|
In: Dissertations (2020)
|
|
BASE
|
|
Show details
|
|
15 |
A Step Toward the Assessment of English as a Lingua Franca
|
|
|
|
In: English Publications (2020)
|
|
BASE
|
|
Show details
|
|
16 |
Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study
|
|
|
|
In: Reports (2020)
|
|
Abstract:
The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy. ; https://digitalcommons.lmu.edu/ceelreports/1000/thumbnail.jpg
|
|
Keyword:
and Multicultural Education; and Research; Bilingual; Educational Assessment; Evaluation; Language and Literacy Education; Multilingual; Teacher Education and Professional Development
|
|
URL: https://digitalcommons.lmu.edu/ceelreports/1 https://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1000&context=ceelreports
|
|
BASE
|
|
Hide details
|
|
17 |
21CLEO: First Year Recap
|
|
|
|
In: 21CLEO Research Project Blog Posts (2020)
|
|
BASE
|
|
Show details
|
|
18 |
All in One Place: References Cited in 21 CLEO Work
|
|
|
|
In: 21CLEO Research Project Blog Posts (2020)
|
|
BASE
|
|
Show details
|
|
19 |
Persona Development as a Research Tool
|
|
|
|
In: 21CLEO Research Project Blog Posts (2020)
|
|
BASE
|
|
Show details
|
|
20 |
Persona Development: Unpacking the Process
|
|
|
|
In: 21CLEO Research Project Blog Posts (2020)
|
|
BASE
|
|
Show details
|
|
|
|