developing english language and literacy through teacher achievement (project delta): survey...
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Developing English Language Developing English Language and Literacy through Teacher and Literacy through Teacher Achievement Achievement (Project DELTA): (Project DELTA): survey findingssurvey findings
Ester de Jong, Ed.D. (PI)Ester de Jong, Ed.D. (PI)Maria Coady, Ph.D. (Co-PI)Maria Coady, Ph.D. (Co-PI)Candace Harper, Ph.D. (Co-PI)Candace Harper, Ph.D. (Co-PI)University of FloridaUniversity of Florida
OverviewOverview
Project DELTA is a five-year US DOE grant-Project DELTA is a five-year US DOE grant-funded research study.funded research study.
The study broadly seeks to The study broadly seeks to (a) understand the relationship between teacher (a) understand the relationship between teacher
preparation pathways and achievement of preparation pathways and achievement of English language learners (ELLS); andEnglish language learners (ELLS); and
(b) use information to inform teacher preparation (b) use information to inform teacher preparation programs / professional development programs / professional development
The Florida Context: The Florida Context: DemographicsDemographics
Florida has the third largest population of Florida has the third largest population of speakers of languages other than English in speakers of languages other than English in the U.S. (24% of 5-17 year olds are ELL)the U.S. (24% of 5-17 year olds are ELL)
In Florida about 8.7% of K-12 students are In Florida about 8.7% of K-12 students are identified as ESOL/ELL (2006-2007)identified as ESOL/ELL (2006-2007)
Districts report about 239 languages, though Districts report about 239 languages, though Spanish dominates (~77%) (2000-01)Spanish dominates (~77%) (2000-01)
Geographical differences among groups Geographical differences among groups between north and south Floridabetween north and south Florida
BackgroundBackground
The majority of ELLs are taught by un- or The majority of ELLs are taught by un- or under-prepared teachers (Gándara, under-prepared teachers (Gándara, Rumberger, Maxwell-Jolly, & Callahan, 2003) Rumberger, Maxwell-Jolly, & Callahan, 2003)
Few states have guidelines for general Few states have guidelines for general education teacher preparation to work with education teacher preparation to work with ELLs (changing in response to No Child Left ELLs (changing in response to No Child Left Behind reforms)Behind reforms) Florida is an exception with a mandate since 2002Florida is an exception with a mandate since 2002
The Florida Context: The Florida Context: Legal Requirements Legal Requirements
1990 Florida Consent Decree - Professional 1990 Florida Consent Decree - Professional development requirements for practicing teachersdevelopment requirements for practicing teachers Five areas: Five areas:
Applied LinguisticsApplied Linguistics Cross-Cultural CommunicationCross-Cultural Communication Language AssessmentLanguage Assessment Methods Methods Curriculum and Material DevelopmentCurriculum and Material Development
Number of hours required varies according to assignment:Number of hours required varies according to assignment: Elementary teachers: 300 hours (equivalent of five (5) 3-credit Elementary teachers: 300 hours (equivalent of five (5) 3-credit
university courses)university courses) Secondary content teachers: 60 hours (equivalent of one (1) 3-Secondary content teachers: 60 hours (equivalent of one (1) 3-
credit university course)credit university course)
The Florida Context: The Florida Context: Teacher Preparation Teacher Preparation ProgramsPrograms
In 2001, new mandate that all candidates in a In 2001, new mandate that all candidates in a teacher preparation program must graduate teacher preparation program must graduate with an ESOL endorsementwith an ESOL endorsement
Guiding documents: 25 ESOL Performance Guiding documents: 25 ESOL Performance Standards & (later added) 11 ESOL Standards & (later added) 11 ESOL CompetenciesCompetencies
Florida Department of Education allows optionsFlorida Department of Education allows options Full endorsement - all five coursesFull endorsement - all five courses Endorsement Endorsement through Infusionthrough Infusion
Minimum of two ESOL coursesMinimum of two ESOL courses
The Florida Context: The Florida Context: Teacher Preparation Teacher Preparation ProgramsPrograms Main “Infused Program” requirementsMain “Infused Program” requirements
Demonstrate where and how ESOL Demonstrate where and how ESOL Performance Standards are addressed in an Performance Standards are addressed in an approved teacher preparation program in a approved teacher preparation program in a matrix (syllabus)matrix (syllabus)
Qualified ESOL faculty for ESOL coursesQualified ESOL faculty for ESOL courses 45 hours Professional Development for 45 hours Professional Development for
faculty teaching “infused” coursesfaculty teaching “infused” courses
Our ContextOur Context
Two-course ESOL Infused elementary Two-course ESOL Infused elementary teacher preparation programteacher preparation program Course I Course I TSL 3526: Foundations of TSL 3526: Foundations of
Language and Culture in the Elementary Language and Culture in the Elementary ClassroomClassroom
Course II Course II TSL 5142: Curriculum, Methods TSL 5142: Curriculum, Methods and Assessmentand Assessment
Infusion across the program (ProTeach)Infusion across the program (ProTeach)
Project Delta Project Delta RationaleRationale Despite several years of ESOL-Infused Despite several years of ESOL-Infused
program graduates we do not know program graduates we do not know whether Infusion effectively prepares whether Infusion effectively prepares mainstream teachers to work with ELLsmainstream teachers to work with ELLs Studying Teacher Education: The Report of Studying Teacher Education: The Report of
the AERA Panel on Research and Education the AERA Panel on Research and Education (Cawthorne & Cochran Smith, 2005) (Cawthorne & Cochran Smith, 2005)
Theoretical Model of Survey Theoretical Model of Survey
Teacher Preparation, Background, Experiences
Teacher Efficacy
ELL Student Achievement
Project Delta Project Delta Research Research
Education Warehouse DatabaseEducation Warehouse Database Teacher VariablesTeacher Variables Student VariablesStudent Variables
SurveySurvey of Elementary Teacher Preparation of Elementary Teacher Preparation Program Graduates currently teaching in Program Graduates currently teaching in FloridaFlorida
Case StudiesCase Studies (n=12) of Elementary Teacher (n=12) of Elementary Teacher Preparation Program Graduates across north Preparation Program Graduates across north Florida Florida
Project Delta Project Delta Activities and Activities and AccomplishmentsAccomplishments
SurveySurvey Development fall – spring 2007-8Development fall – spring 2007-8 Distributed late spring to all graduates Distributed late spring to all graduates
contacted contacted (n=1,200; 70% in Florida)(n=1,200; 70% in Florida) September 2008 – 85 viable respondentsSeptember 2008 – 85 viable respondents
Survey Design Survey Design
Five sections of the survey with 10-12 items Five sections of the survey with 10-12 items each section:each section: Social and cultural dimensions of teaching Social and cultural dimensions of teaching
ESOL studentsESOL students Content area teaching for ESOL studentsContent area teaching for ESOL students Language and literacy development for ESOL Language and literacy development for ESOL
studentsstudents Curriculum and Classroom organizationCurriculum and Classroom organization Assessment Issues in teaching ESOL studentsAssessment Issues in teaching ESOL students
Survey-Preliminary Survey-Preliminary FindingsFindings
1.1. In what instructional areas related to ELLs do teacher In what instructional areas related to ELLs do teacher education program graduates feel most and least prepared?education program graduates feel most and least prepared?
2.2. In what instructional areas related to ELLs do teacher In what instructional areas related to ELLs do teacher education program graduates feel most and least effective?education program graduates feel most and least effective?
3.3. Is there a significant difference in teacher education Is there a significant difference in teacher education program graduates’ ratings of their effectiveness and program graduates’ ratings of their effectiveness and preparedness?preparedness?
4.4. What experiences as part of their teacher preparation What experiences as part of their teacher preparation program did teacher education program graduates consider program did teacher education program graduates consider most effective in helping them work with ELLs?most effective in helping them work with ELLs?
5.5. Are there significant differences in responses based on Are there significant differences in responses based on teacher background characteristics?teacher background characteristics?
In what instructional areas In what instructional areas related to ELLs do teacher related to ELLs do teacher education program graduates education program graduates feel most prepared?feel most prepared?
Sociocultural domain: Sociocultural domain: grouping strategies to grouping strategies to facilitate student interaction facilitate student interaction
Content area: Content area: provide sufficient wait time, use of provide sufficient wait time, use of graphic organizers, groupinggraphic organizers, grouping
Language and literacy development: Language and literacy development: model the model the use of English; differentiate reading instruction; use of English; differentiate reading instruction; and teach reading comprehension strategiesand teach reading comprehension strategies
Curriculum and classroom: Curriculum and classroom: organize a ready-to-organize a ready-to-learn classroom environmentlearn classroom environment
Assessment: Assessment: provide accommodations provide accommodations
In what instructional areas In what instructional areas related to ELLs do teacher related to ELLs do teacher education program graduates education program graduates feel least prepared?feel least prepared?
Overall, lowest preparedness means Overall, lowest preparedness means were in the sociocultural domain overallwere in the sociocultural domain overall Particularly items related to teacher Particularly items related to teacher
knowledge of and use of ELLs’ home knowledge of and use of ELLs’ home languagelanguage
Language and Literacy: Teachers also Language and Literacy: Teachers also related their preparation in oral language related their preparation in oral language particularly lowparticularly low
In what instructional areas In what instructional areas related to ELLs do teacher related to ELLs do teacher education program graduates education program graduates feel most effective?feel most effective?
Sociocultural: making my students feel valued in Sociocultural: making my students feel valued in my classroom; using grouping to make them feel my classroom; using grouping to make them feel comfortable; help them interact with other studentscomfortable; help them interact with other students
Content area: providing wait time; pairing or Content area: providing wait time; pairing or grouping students from the same language grouping students from the same language background; supporting comprehensive oral background; supporting comprehensive oral language by writing key words on the boardlanguage by writing key words on the board
Language and literacy: modeling the use of Language and literacy: modeling the use of English; differentiating reading instruction; English; differentiating reading instruction; decoding skills and vocabulary strategiesdecoding skills and vocabulary strategies
In what instructional areas In what instructional areas related to ELLs do teacher related to ELLs do teacher education program graduates feel education program graduates feel most effective?most effective?
Curriculum: organize my curriculum so that my Curriculum: organize my curriculum so that my students feel ready to learn; locate materials at students feel ready to learn; locate materials at different reading levels to supplement textbooks; different reading levels to supplement textbooks; teaching to grade level standards to modify my teaching to grade level standards to modify my instruction through demonstrations and visualsinstruction through demonstrations and visuals
Assessment: provide accommodations; adjusting Assessment: provide accommodations; adjusting instruction based on assessment results; instruction based on assessment results; assessing my students based on intended assessing my students based on intended meaning meaning
In what instructional areas In what instructional areas related to ELLs do teacher related to ELLs do teacher education program graduates feel education program graduates feel least effective?least effective?
Sociocultural: using L1 as resource in teaching; Sociocultural: using L1 as resource in teaching; learning about students’ L1s; helping my students learning about students’ L1s; helping my students with circumstances affecting their lives outside the with circumstances affecting their lives outside the classroomclassroom
Content: addressing grammatical demands; setting Content: addressing grammatical demands; setting language objectives; addressing vocabulary language objectives; addressing vocabulary demand of content areademand of content area
Language and Literacy: teaching pronunciation; Language and Literacy: teaching pronunciation; teaching key aspects of English grammar; teaching key aspects of English grammar; teaching pragmaticsteaching pragmatics
In what instructional areas In what instructional areas related to ELLs do teacher related to ELLs do teacher education program graduates education program graduates feel least effective?feel least effective?
Curriculum / Organization: locating bilingual Curriculum / Organization: locating bilingual materials; simplifying or adapting materials; materials; simplifying or adapting materials; selecting activities to build background knowledgeselecting activities to build background knowledge
Assessment: simplifying or adapting assessments; Assessment: simplifying or adapting assessments; assessing students’ achievement by matching with assessing students’ achievement by matching with familiar classroom learning tasks; actively familiar classroom learning tasks; actively monitoring comprehension during instructionmonitoring comprehension during instruction
Is there a significant difference in Is there a significant difference in teacher education program teacher education program graduates’ ratings of their graduates’ ratings of their preparedness and effectiveness?preparedness and effectiveness?
Yes. There is a statistically significant Yes. There is a statistically significant difference on all but six (6) items on the difference on all but six (6) items on the survey (n=49) p=<.01survey (n=49) p=<.01
What experiences as part of What experiences as part of their teacher preparation their teacher preparation program did graduates consider program did graduates consider most effective in helping them most effective in helping them work with ELLs?work with ELLs?
The top three experiences were directly The top three experiences were directly related to ESOL: ESOL classroom related to ESOL: ESOL classroom observations, direct teaching of ESOL observations, direct teaching of ESOL students, and tutoring ESOL studentsstudents, and tutoring ESOL students
Are there significant differences Are there significant differences in responses based on teacher in responses based on teacher background characteristics?background characteristics?
Yes. Overall, we found that teachers Yes. Overall, we found that teachers who spoke a Language Other Than who spoke a Language Other Than English (LOTE) felt both more efficacious English (LOTE) felt both more efficacious and prepared to work with ELLs. and prepared to work with ELLs.
Forthcoming are data from six case study Forthcoming are data from six case study teachers , three of whom speak a teachers , three of whom speak a language other than English with some language other than English with some fluency. fluency.
Interpretation and Interpretation and Discussion Discussion Teachers feel most prepared and efficacious in creating Teachers feel most prepared and efficacious in creating
a welcoming and affirming (valued) atmosphere in the a welcoming and affirming (valued) atmosphere in the classroom classroom
Teachers feel most prepared and efficacious using Teachers feel most prepared and efficacious using graphic organizersgraphic organizers
Teachers feel less prepared in addressing specific Teachers feel less prepared in addressing specific linguistic issues, such as grammarlinguistic issues, such as grammar
Teachers feel least prepared and efficacious in areas Teachers feel least prepared and efficacious in areas related to using students’ first language as a resource related to using students’ first language as a resource for learning (bilingual materials, home resource) for learning (bilingual materials, home resource) Implications for the development of bilingualism and Implications for the development of bilingualism and
learning theory (connecting background to new learning) learning theory (connecting background to new learning)
ImplicationsImplications for for Teacher PreparationTeacher Preparationand Future Research and Future Research
The ProTeach program places emphasis on The ProTeach program places emphasis on cultural diversity and fostering learning in diverse cultural diversity and fostering learning in diverse settingssettings
However, linguistic knowldege and issues of the However, linguistic knowldege and issues of the use of L1 as a resource for learning and use of L1 as a resource for learning and communicating with families has not been communicating with families has not been sufficiently fostered (according to these sufficiently fostered (according to these preliminary findings)preliminary findings)
This information can connect with ProTeach and This information can connect with ProTeach and teacher prep programs in FL and nationally teacher prep programs in FL and nationally
ContactsContacts
Ester de Jong (PI)Ester de Jong (PI)
Maria Coady (co-PI)Maria Coady (co-PI)
Candace Harper (co-PI)Candace Harper (co-PI)