Download or read book Educators Perceptions Regarding the Impacting Factors School Based Practices and Implications of Education Related Family Engagement of English Learners written by Nadia J. Nell and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Bridging Family Teacher Relationships for ELL and Immigrant Students written by Onchwari, Grace and published by IGI Global. This book was released on 2020-12-05 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recent research suggests that good relationships between parents and their children’s providers or teachers could lead to positive outcomes for children and families. Positive, mutually respectful, and collaborative relationships between families and schools and education providers and teachers contribute to young children’s school readiness, increase positive family engagement in children’s programs, and strengthen home-program connection, a critical factor to children’s school success. Bridging Family-Teacher Relationships for ELL and Immigrant Students is a comprehensive reference source that focuses on research-based pedagogical practices for teaching young English language learners (ELL) and immigrants. It specifically looks at strategies across the curriculum including social-emotional development, parent involvement, language development, and more. While highlighting major themes that include academic engagement and achievement among ELL and immigrant children, factors affecting partnerships with schools and home, the impact of home environments on school readiness, and student performance, this book shares pedagogical practices across different subjects that use partnerships with families of ELL/immigrants. It is intended for classroom teachers (early childhood and K-12), parents, faculty, school administrators, academicians, professionals, researchers, and students interested in family-teacher relationships.

Download or read book Promising Practices for Teachers to Engage with Families of English Language Learners written by Diana Hiatt-Michael and published by IAP. This book was released on 2007-08-01 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: The monograph Promising Practices for Teachers to Engage with Families of English Language Learners provides practical activities, communication skills, events, resources, and policies to work with families who are English language learners. This book is primarily targeted toward preservice and novice teachers who are searching for ways to connect with families from diverse cultures and varying proficiency levels in English. However, the contents contain an array of practices that are useful for teachers at all levels, parents, other educator groups, and administrators.

Download or read book Promoting the Educational Success of Children and Youth Learning English written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-09-25 with total page 529 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELsâ€"who account for more than 9 percent of enrollment in grades K-12 in U.S. schoolsâ€"are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.

Download or read book Teachers Perceptions Views and Practices of Providing Feedback for English Learners in Kindergarten Through Second Grade During Reading Instruction written by Michelle Cerbone and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study is to explore the perceptions and practices of teachers providing effective feedback for early elementary-aged English Learners during reading instruction. The participants in this study were 9 elementary teachers who had English Learners in their class during reading instruction, from suburban school districts in the northeastern region of the United States. Guided by Vygotsky's sociocultural theory (1978), in which learning occurs by interactions between teachers and students, the teacher mediates learning through social interactions with the use of learners' Zone of Proximal Development (Lantolf & Thorne, 2006; Lantolf & Beckett, 2009). This study is led by three research questions regarding teachers' practices of providing feedback toward English Learners during reading instruction, an investigation of the perceptions of teachers when they provide feedback specifically toward English Learners, as well as factors that influence their feedback practices. Two methods of data collection were used in this study. Semi-structured in-depth interviews were used to investigate elementary teachers' perceptions and current practices of effective feedback toward English Learners. Additionally, a focus group interview was completed to investigate how the perceptions of teachers may influence their feedback practices as well as factors that influence their feedback in past, present, and future reading lessons. Both methods of data collection were then transcribed, coded, analyzed, and underwent triangulation to ensure consistency of the data. This qualitative study provided an understanding to fill in the gap in the literature to examine elementary teachers' perceptions and practices of providing feedback to early elementary-aged English Learners in terms of what teachers view as effective for ELs in order to promote progress in reading skills. Furthermore, the findings from this qualitative study will assist administrators, curriculum developers, advocates for English Learners, as well as district leaders to find improved forms of professional development regarding the implementation of effective feedback for elementary-aged ELs. Lastly, administrators can provide effective professional development for teachers to better support ELs in reading as well as raise awareness for the need of updated professional development opportunities in the topic of providing feedback for ELs during reading instruction.

Download or read book Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners written by Onchwari, Grace and published by IGI Global. This book was released on 2019-04-26 with total page 480 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the past few years, there has been an influx of immigrant children into the school system, many with a limited understanding of English. Successfully teaching these students requires educators to understand their characteristics and to learn how to engage immigrant families to support their children’s academic achievements. The Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners is a collection of innovative research that utilizes teacher professional development models, assessment practices, teaching strategies, and parental involvement strategies to develop ways for communities and educators to create social and academic conditions that promote the academic success of immigrant and English language learners. While highlighting topics including bilingual learners, family engagement, and teacher development, this book is ideally designed for early childhood, elementary, middle, K-12, and secondary school teachers; school administrators; faculty; academicians; and researchers.

Download or read book Teachers Perceptions of English Learners written by Cyndy Alvarez and published by . This book was released on 2019 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: With an influx in immigration across the United States our educational policies have needed to change to meet the instructional needs of our students, especially our English Learners (Koyama, 2004; Mantero & McVicker, 2006). Historically, these educational language policies were an outcome of court cases that highlighted discrimination and racist practices against our English Learners. These cases, such as the Chicano civil rights movements or East L.A. "walkouts" in 1968, Lau v. Nichols (1974), Serna v. Portales Municipal Schools (1974), Rios v. Read (1978), and U.S. v. Texas (1981), Plyver v. Doe (1982), Castaneda v. Pickard (1981), have resulted in policies that provide English Learners access to instruction and support in developing bilingualism. Despite all these language policies that advocate for English Learners' access to education, there have also been anti-bilingualism sentiments or "English-only" policies. These "English-only" policies are a reflection of individuals in our society being anti-English Learners.The rise in culturally and linguistically diverse student population is made up of approximately 4 million of English Learners, with majority of students coming in with Spanish as their native language. Despite the changes in our student population becoming more culturally and linguistically diverse our teacher demographics continue to remain very homogenous encompassing of a majority White-middle class females. These differences between student and teachers have lead to cultural and language mismatches that make teachers vulnerable to stereotypes about students. Previous studies have found that teachers hold misperceptions, stereotypes, myths, deficit-based perceptions, or majoritarian rules (Estrada, Gomez, & Ruiz-Escalante, 2009; Franquiz, Salazar, & DeNicolo, 2011; Gonzalez & Ayala-Alcantar, 2008; Harper & de Jong, 2004; Kolano & King, 2015; Mantero & McVicker, 2006; Marx, 2002/2009; Ortiz, 2011). These perceptions have been noted to impact teacher practices and instructional approaches, such as using a pedagogy of poverty (Diaz, Whitacre, Esquierdo, & Ruiz-Escalante, 2013; Ghaouar, 2015; Harper & de Jong, 2004). Research has suggested that teachers perceptions influence students academic performance and achievement (Diaz, Whitacre, Esquiero, & Ruiz-Escalante, 2013; Glock & Kovacs, 2013; Lumdsen, 1997; Mantero & McVicker, 2006; Richardson, 1996).Considering the strong implications teachers perceptions have upon student performance, this study sought to gather a comprehensive understanding of teachers' perceptions of English Learners. A comprehensive literature review of a mix of qualitative and quantitative based studies was used to gather over 400 teacher statements about English Learners. These statements were sorted into 28 categories that generated 92 consensus stimuli items for the card-sorting task. Participants included a total of 40 teachers (20 pre-service and 20 in-service teachers) from a Historically White institution and a school district in Illinois. Participants completed several questionnaires and card-sorting task that was analyzed with the use of Multidimensional Scaling (MDS). Findings generated a MDSCAL three-dimensional solution that was similar and significantly correlated with INDSCAL by subgroup (Pre-service and In-service) differences. Dimension 1 reflected Positive vs. Negative statements, Dimension 2 reflected statements about students (ELs) vs. statements about teachers, and Dimension 3 reflected Systemic Barriers vs. Resources encountered when teaching ELs. Therefore, all teachers hold similar perceptions and Pre-service and In-service teachers perceive English Learners similarly; however, In-service teachers attend two Dimension 2 twice as much than Pre-service teachers. Findings indicated that teachers perceptions are influenced by their Teaching Status (Pre-service or In-service), Frequency of Contact with ELs, and Professional Development. It was concluded that teaching experience matters.

Download or read book Promoting Academic Achievement Among English Learners written by Claude Goldenberg and published by Corwin Press. This book was released on 2010-04-14 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: Discover the research and facts on what works in educating English learners! This comprehensive resource examines the research on promoting success among students who come to school knowing little or no English and translates current findings into specific recommendations for developing policies and programs for English learners. With illustrative scenarios throughout, this book gives educators and policy makers solid, research-based information about: Using students’ home language in academic programming Teaching English and academic content simultaneously School and district factors that affect achievement for English learners Sociocultural factors in success, including the influence of parents and families

Download or read book The Impact of Family School on Teacher Attitudes and Latino Parent Involvement in Elementary School written by Charity Brooks Marshall and published by . This book was released on 2007 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: Parent involvement is a crucial aspect of a child's education, reinforcing the importance of education both at home and at school. However, parents of ESL students can have little to no involvement in their child's education due to circumstances beyond their control. By documenting the impact of Family School, a parent involvement program, on parents', translators' and teachers' attitudes towards parent participation in elementary school, the study identifies factors that can improve the parental involvement of limited English proficient parents. Questionnaires, interviews, and observations were used to identify the factors that both encourage and discourage parent involvement, as well as to portray the impact of a parent involvement program on participants' attitudes. The results revealed that the language barrier and lack of teacher communication are the primary factors that discourage parent involvement, while student success and successful teacher communication are the main factors that encourage parent involvement. Family School had a positive impact on the majority of its participants, changing the ways in which each group viewed the importance of parent involvement. When parent involvement programs create opportunities for parent education and involvement with their child's education, and are sensitive to the needs of non-native English speaking parents, the parents will benefit significantly from these endeavors.

Download or read book Social Justice Perspectives on English Language Learners written by Ashraf Esmail and published by Rowman & Littlefield. This book was released on 2023-05-31 with total page 281 pages. Available in PDF, EPUB and Kindle. Book excerpt: The recent increase in immigration patterns in the United States has meant an increase in the number of children whose first language is not English entering American schools. Some reports indicate that as many as one in four students come from families where the language spoken in the home is not English. This books is focused on providing teachers access to credible information that will assist them understand the English language learner, develop effective strategies to teach English language learners, create effective learning environments and use assessments to meet the needs of English language learners as well as garner community resources to support for English language learners.

Download or read book Empowering English Learner Families Through Parental Involvement written by David Saldana and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Parental involvement and empowerment are often an overlooked and underappreciated aspect of an English Learner's education which holds tremendous benefit to a student when taking place effectively. By empowering families and giving them an opportunity to have a voice in their student's education it can support the closure of an equity gap that is present in today's education. The purpose of this case study was to address the following research question: To what extent can charter schools improve English Learner parent(s) participation, involvement, and empowerment to provide better access for families leading to improved learner outcomes? Knowing how to engage English Learner families, the most common barriers present in today's education and some successful programs that have been discovered to overcome and truly empower have been researched and connected to student achievement. A bounded qualitative cased study was conducted in the form of semi-structured parent interviews to hear the voice of each English Learner family. Once the interviews were coded, the findings were connected to the general education teacher's assessment of each interviewee's child's academic performance in the subjects of reading and math to conclude if parents who have been empowered have students who are above grade level. The findings revealed families which had been empowered by having strong and frequent communication, developed a solid relationship with their teacher and were involved in their child's education could be predicted to have students with higher learner outcomes. Based on the results from the parent interviews, it is recommended the school create a more uniform practice for providing each family with an equitable experience. It is also recommended based on alternative findings from the interviews that the school create more opportunities for families to participate and not rely solely on the efforts made by the general education teacher. The study has concluded the involvement and empowerment of parents in their child's education can drastically contribute to their academic success and must be improved upon to support the closing of an achievement gap.

Download or read book Binding Communities written by Arinn Johnson Aanderud and published by . This book was released on 2007 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effect of Grouping on Language Development of English Learners written by Seema Sabharwal and published by Universal-Publishers. This book was released on 2009-07-30 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to examine if there was a significant difference between first-grade English Learners (EL) who constitute a majority (>50%) of the English language mainstream classroom (homogeneous grouping) and first-grade EL who constitute a minority (

Download or read book School Support Parental Involvement and Academic and Social emotional Outcomes for English language Learners in Elementary School written by Sarah Kate Niehaus and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation study examined the relationships between school support (i.e., student services and family outreach), parental school involvement, and academic and social-emotional outcomes for children who are English Language Learners (ELLs). Specifically, the goals of the study were to: a) determine if higher levels of school support were associated with more positive academic and social-emotional outcomes for ELLs, b) examine the extent to which parental school involvement mediated the relationship between school support and ELL student outcomes, and c) explore how ELLs' perceived academic and social-emotional skills were related to their actual achievement levels. Restricted-use data collected from direct child assessments, children's self-reports, and parent, teacher, and school administrator surveys from the Early Childhood Longitudinal Study-Kindergarten Cohort of 1998 (ECLS-K) were used. The sample included approximately 1,020 third-grade students who were identified in kindergarten as ELLs. Structural equation modeling was used to measure school support and then to analyze the direct and indirect effects of school support on ELL student outcomes, as potentially mediated by parental school involvement. Results showed that higher levels of school support predicted more parental involvement among ELL families, more parental involvement was associated with fewer social-emotional concerns for ELL children at school, and fewer social-emotional problems were linked to higher achievement scores. ELL students' overall academic self-concept was not significantly related to their academic achievement, but this relationship was stronger when considering domain-specific measures of self-concept and achievement in reading and mathematics. Contrary to expectations, results showed that ELL students had lower achievement and more social-emotional concerns when they attended schools that provided more support services, although there are a variety of possible explanations for these findings that are discussed in the paper. Mediation analyses showed that none of the indirect effects reached conventional levels of statistical significance. Several avenues for future research are discussed as well as implications for policy and practice in terms of how schools can best serve the growing population of ELL students and families.

Download or read book Investigating the Perceptions of Parental Involvement Among Parents of English Learners and Teachers written by Valerie Carroll and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book English Language Learners and Parent Involvement a Case Study written by Jimena Furlani and published by . This book was released on 2019 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Due to the changing demographics in the public schools in California and around the country, it is important to look at the specific population of Spanish speaking parents of English language learner students and whether the involvement of these parents affects student achievement. This study determined impacts of parent involvement on first and second grade English Learner student achievement in Fontana, California. This study describes a quantitative analysis that examined Spanish speaking parents of English language learner students’ beliefs about their involvement as well as the first and second grade classroom teachers’ thoughts on the role that parent involvement plays in student success. Parents of ELL students in first and second grade classrooms at Maple Elementary School in Fontana, California answered questionnaires that inquired about their role in their child’s education as well as how and where parent involvement takes place. Similar, the teachers of these ELL students in first and second grade were given questionnaires that inquired about students’ academic achievement, how it is affected by parent involvement and what parent involvement looks like in their classrooms.Due to the changing demographics in the public schools in California and around the country, it is important to look at the specific population of Spanish speaking parents of English language learner students and whether the involvement of these parents affects student achievement. This study determined impacts of parent involvement on first and second grade English Learner student achievement in Fontana, California. This study describes a quantitative analysis that examined Spanish speaking parents of English language learner students’ beliefs about their involvement as well as the first and second grade classroom teachers’ thoughts on the role that parent involvement plays in student success. Parents of ELL students in first and second grade classrooms at Maple Elementary School in Fontana, California answered questionnaires that inquired about their role in their child’s education as well as how and where parent involvement takes place. Similar, the teachers of these ELL students in first and second grade were given questionnaires that inquired about students’ academic achievement, how it is affected by parent involvement and what parent involvement looks like in their classrooms. Data shows there are multiple ways that parents of ELL students are involved in their children’s education, and not all these ways are solely tied to helping out in the classroom. Different schools and districts use a variety of strategies to involved parents of English language learners. Specifically, Maple Elementary School has a community aide that puts together Family Nights and invites parents to attend these themed events. The school also has several staff that are Spanish speakers and always has someone available to speak to any parent that does not speak English. The data also shows that students who have parental involvement at home and/or at school are reaching the district set goals for their grade level.

Download or read book School Family and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.