Browsing by Subject "NCLB"
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Item Academic achievement outcomes of former English-language-learners in Texas(2011-05) Ren, Han; Cawthon, Stephanie W.; Rude, Stephanie S.Texas has one of the highest populations of English Language Learners (ELLs) in the U.S., with a complex system for their placement, education, and assessment. Spanish speaking, Hispanic ELLs represent a large proportion of this population. The long-term academic achievement of these ELLs identified in elementary is not well known, especially under the policy changes of No Child Left Behind. Using Hierarchical Linear Modeling, this study compares student achievement, as measured by high-stakes testing, of Hispanic ELLs enrolled in Bilingual Education, English as a Second Language, and their non-ELL, demographically similar peers. Data will be examined at four time points spanning 3rd-9th grade, to suggest implications of Texas educational policy on student achievement.Item Challenges to the implementation of scientifically based research in general and special education practice(2013-12) Bach, Mary Beth; Bryant, Diane PedrottyNo Child Left Behind Act of 2001 (NCLB) requires the use of scientifically based research (SBR) to guide the selection of appropriate educational interventions. Although NCLB does not stipulate the use of scientifically based research specific to special education, its provisions influence the education of all children. The implementation of scientifically based research is complex and relies on the knowledge and beliefs of practitioners in general and special education. In order to utilize scientifically based research, there is a need to know the level of knowledge and attitudes of practitioners relative to scientifically based research. This study examines the relationship between practitioners' beliefs and actions taken when implementing scientifically based research. The theoretical framework of Argyris and Schön (1974) provides a conceptual framework for the interpretation of the data. Connections between scientifically based research, school leadership, practitioners, and students, including those with disabilities, are also examined. Information and results extracted from survey responses of 403 middle school teachers from a large, urban school district in Texas shed light on how knowledge and beliefs can influence the understanding and the implementation of scientifically based interventions. The results indicate that teachers are somewhat knowledgeable about scientifically based research and interventions. However, their responses to three open-ended questions provide increased insight into their actual knowledge and understanding. The results indicate that initially teachers are in need of more knowledge about scientifically based research and what constitutes quality research. Their responses also indicate that teachers are lacking concise information that would help them understand what makes an effective scientifically based intervention. Teachers could through college or university classes be better prepared to use scientifically based interventions in the classroom. In the classroom, teachers need administrative support, continuous mentoring and coaching, and effective professional development in order to implement interventions with fidelity. Both general and special education teachers need increased knowledge to use scientifically based interventions effectively to increase student learning.Item Lau vs. Nichols 40 Years Later - Where Are We Now? A Study of Philosophical, Political, Cultural and Societal Issues Impacting Bilingual Education in the Early 21st Century(2011-02-22) Everling, Kathleen M.Bilingual education in the United States has been at the forefront of educational politics and debates since its inception. Arguments over language of instruction and program goals overshadow the deeper philosophical, political and societal issues rooted at the heart of bilingual education. This purpose of this study was to present a critical view of the issues impacting a small Central Texas school district?s early childhood bilingual program. Over the course of a year, I conducted a focus group interview followed by individual interviews with two preschool and two kindergarten Spanish bilingual teachers. I collected field notes and observational data on site for two years. Based in grounded theory, the data dictated the focus of the study. The open coding process used to analyze the focus group interview data uncovered the foundational themes for this study. The individual interviews were analyzed using open coding, confirming and elaborating on the themes. Field notes and observational data were used to triangulate the data. The themes were: philosophical and theoretical foundations, politics and policies, and social and cultural issues. Through the lens of the data, I examined the impact of No Child Left Behind, Reading First, and the corresponding Texas regulations. The participants found the testing requirements to be distracting from their teaching. They believed the requirements, particularly for assessment, to be inappropriate and of limited use in their classrooms. From a sociocultural perspective, I discovered discrimination and segregation, but the teacher participants never opened a dialogue about these practices with each other or their administrator. The bilingual classes were isolated, given inferior and inappropriate materials. The school's culture was one of assimilation, not diversity. Finally, I examined the underlying issues that impacted this bilingual education program and the implications for further research. There is a need to conduct further research into bilingual teacher education, including alternative certification and continuing education, the hidden curriculum and bilingual education and empowerment of bilingual teachers through dialogue. Bilingual education holds the promise of closing the gaps in education, but further research must include the critical areas of influence including philosophy, politics and sociocultural issues, not just program goals and language acquisition.