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AN ANALYSIS OF THE IMPACT OF THE TOTAL EDUCATIONAL
SUPPORT SYSTEM DIRECT-INSTRUCTION MODEL ON THE
CALIFORNIA STANDARDS TEST PERFORMANCE OF ENGLISH
LANGUAGE LEARNERS AT EXPERIMENTAL ELEMENTARY SCHOOL
by
Terry Leon Nichols
____________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2009
Copyright 2009 Terry Leon Nichols
Object Description
| Title | An analysis of the impact of the total educational support system direct-instruction model on the California standards test performance of English language learners at experimental elementary school |
| Author | Nichols, Terry Leon |
| Author email | tnichols@duarte.k12.ca.us; tlnichol@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2009-04-16 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-06-03 |
| Advisor (committee chair) | Hocevar, Dennis |
| Advisor (committee member) |
Reed, Margaret Conklin, Dean |
| Abstract | The purpose of this case study was to analyze the impact of direct instruction on the performance of 151 elementary English Language Learners. Total Educational Support System (TESS) was the direct instruction model that was selected as the intervention. Data were drawn from the English Language Arts portion of the California Standards Test for the 2007 and 2008 administration. A mixed-method methodology was utilized with a primary focus on the quantitative portion to determine both statistical and practical significance using a dependent group design and a non-equivalent benchmark design. Qualitative information was gathered through informal interviews and observations.; Results indicated that 151 English Language Learners demonstrated both statistical and practical significant gains at the school-wide level, and at grades 4 and 6. The gains were exemplified by an improved API and an increase in the number of English Language Learner students who had improved their performance band performance. The experimental and benchmark groups were compared on the post-test data with the experimental school demonstrating a greater gain in raw change in percent of English Language Learners proficient and above, and percent of basic and above utilizing the California Standards Test English Language Arts results for English Language Learners compared to the benchmark school. However the benchmark school continued to outperform Experimental Elementary, suggesting that further improvement in Experimental Elementary school is needed. The study concludes with a discussion on the theoretical and practical implications and four site recommendations. |
| Keyword | direct instruction; English language learner |
| Geographic subject (state) | California |
| Coverage date | 2007/2008 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2278 |
| Rights | Nichols, Terry Leon |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Nichols-2902 |
| Archival file | uscthesesreloadpub_Volume40/etd-Nichols-2902.pdf |
Description
| Title | Page 1 |
| Full text | AN ANALYSIS OF THE IMPACT OF THE TOTAL EDUCATIONAL SUPPORT SYSTEM DIRECT-INSTRUCTION MODEL ON THE CALIFORNIA STANDARDS TEST PERFORMANCE OF ENGLISH LANGUAGE LEARNERS AT EXPERIMENTAL ELEMENTARY SCHOOL by Terry Leon Nichols ____________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2009 Copyright 2009 Terry Leon Nichols |
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