Dissertation/Thesis Abstract

Exploring system support of sheltered instruction: A high school's story of English learners' success
by Day, Patricia M., Ed.D., Lewis and Clark College, 2013, 195; 3554751
Abstract (Summary)

It is crucial for the academic success of English learners (ELs) that students access grade level content as well as acquire English proficiency in order to graduate from high school and enter the job market or college. At the secondary level, ELs must successfully complete content courses in order to receive their high school diplomas. Since these students enter school with limited or no English proficiency, they must be provided with instructional support to graduate from high school in a timely way. In order for ELs to accomplish this, they must have teachers who are knowledgeable about sheltered instruction (SI).

This descriptive case study examines how a district and high school located in the Northwest created a common vision for ELs' academic success and implemented instructional approaches and structures to support the vision at all levels of the system.In addition, data obtained from documents, interviews with district and school leaders, and focus groups of teachers was analyzed using the principles of Systems Thinking (Senge, 2000). The findings from this analysis revealed that the district and school used aspects of Senge's principles at the district, school, and classroom level to ensure increases in academic achievement for ELs at the high school.

The findings from the case study and Systems Thinking revealed that the district and school offered continual support and guidance in improving instruction for students acquiring English in a variety of ways, including but not limited to the implementation of SI. The high school created systems that allowed for consistent analysis of student data, creation of math and reading workshops, mandatory training in SI for content area teachers, targeted ELD instruction, and attention to the individual student program placement. Critical to ELs' success was a knowledgeable onsite high school ELD facilitator whose leadership was key in sustaining the implementation of the SI initiative and the systems mentioned above.

Indexing (document details)
Advisor: Exposito, Sara
Commitee: Favela, Alejandra, McGhee, Marla
School: Lewis and Clark College
Department: Education
School Location: United States -- Oregon
Source: DAI-A 74/07(E), Dissertation Abstracts International
Subjects: English as a Second Language, Educational leadership, Secondary education
Keywords: District role in educating ELs, Educating secondary ELs, English language learners, SIOP, Sheltered instruction, Structures for supporting secondary ELs, Systems thinking in educating ELs
Publication Number: 3554751
ISBN: 9781267952189
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