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Dissertation/Thesis Abstract

Research-Based Best Practices for Closing the Achievement Gap between English Language Learners and Non-English Language Learners in Southeastern School District
by Wallace, Janet||||||Jones, Carrie||||||Sloss, Traci, Ed.D., Lipscomb University, 2014, 200; 3666879
Abstract (Summary)

The English Language Learners (ELL) student population continues to increase in American schools. Schools have the obligation and privilege to serve this population, but challenges exist to help ELLs become proficient in all subjects. The need for educators to use research-based best practices is critical to help best serve ELLs and to increase academic achievement. The researchers conducted a mixed-methods study in order to identify the research-based practices proven to increase the academic achievement of ELLs. The researchers found that Sheltered Instruction Observation Protocol (SIOP) was a research-based framework proven to help ELLs academically. ELL Directors of middle Tennessee districts having statistically significant gains with ELLs believed that the top best practices to use with ELLs were activating prior knowledge and building background, comprehensible input, academic vocabulary, explicit instruction and differentiated instruction. Teachers within Southeastern School District (SSD) believed the top five practices to use with ELLs were activating prior knowledge and building background, differentiated instruction, scaffolding instruction, teaching academic vocabulary, and continual review of vocabulary and content. The study also found the instructional models that work best with the varying levels of ELLs. The instructional model best used with newcomers was pullout, and for active ELLs, either pullout or push-in. Push-in or Structured English Immersion was most effective with Transitional 1 and Structured English Immersion for Transitional 2 ELL students. Educational stakeholders can use the findings of this study in order to promote the academic achievement of ELLs.

Indexing (document details)
Advisor: Shutt, Tammy, Hebert, Tracey
Commitee: Vetter, Misty
School: Lipscomb University
Department: College of Education
School Location: United States -- Tennessee
Source: DAI-A 76/05(E), Dissertation Abstracts International
Subjects: English as a Second Language, Educational evaluation, Hispanic American studies
Keywords: Achievement gap, English language learners, Grades K-8, Instructional models, Research based best practices, Three pillars
Publication Number: 3666879
ISBN: 978-1-321-40191-2
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