Dissertation/Thesis Abstract

Analysis of effectiveness of Sheltered Instruction Observation Protocol model at the high school level in pilot year of implementation
by Williams, Stacy Laraine Long, Ed.D., Wingate University, 2012, 83; 3508491
Abstract (Summary)

Educators are charged to ensure that all students comprehend the curricula prescribed by the state Departments of Education. When English Language Learners enter an American high school classroom unable to read, write, or speak fluently in English, this commission becomes increasingly more difficult. Traditional methods of high school instruction must be overhauled if all students are to master the curricula.

The researcher studied the implementation of the Sheltered Instruction Observation Protocol model piloted in an at-risk high school. The researcher analyzed student proficiency in courses taught by teachers who were trained in the SIOP model and courses taught by teachers who were not trained in the SIOP model to identify relationships between the SIOP model and student achievement data. The Multiple Regression method was selected to identify relationships. The data analysis allowed the researcher to determine if students demonstrated higher proficiency, lower proficiency, or no change in proficiency when enrolled in courses taught by teachers trained in the SIOP model.

Indexing (document details)
Advisor: Wimberley, Lloyd
Commitee: Compton, Cynthia, Taylor, Melanie, Wimberley, Lloyd
School: Wingate University
Department: Educational Leadership
School Location: United States -- North Carolina
Source: DAI-A 73/09(E), Dissertation Abstracts International
Subjects: English as a Second Language, Secondary education
Keywords: ELL, ESL, English language learners, High school, SIOP, Sheltered Instruction Observation Protocol
Publication Number: 3508491
ISBN: 978-1-267-34220-1
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