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AN EVALUATION OF THE IMPACT OF A STANDARDS-BASED
INTERVENTION ON THE ACADEMIC ACHIEVEMENT OF
ENGLISH LANGUAGE LEARNERS
by
Virginia Nancy Yee
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
May 2007
Copyright 2007 Virginia Nancy Yee
Object Description
| Title | An evaluation of the impact of a standards-based intervention on the academic achievement of English language learners |
| Author | Yee, Virginia Nancy |
| Author email | virginiy@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2007-03-13 |
| Date submitted | 2007 |
| Restricted until | Unrestricted |
| Date published | 2007-03-27 |
| Advisor (committee chair) | Hocevar, Dennis |
| Advisor (committee member) |
Bewley, William Brown, Rich |
| Abstract | The purpose of this study is to examine the impact of a standards based intervention, Accelerated Reader (AR), on the academic achievement of ELL students on the English-Language Arts California Standards Test. A nonequivalent control groups design with one dependent outcome and two matched control groups was used. This design consisted of an experimental group and two control groups that were not randomly assigned. The AR treatment was administered only to the experimental group and pre to post intervention comparisons were limited to the experimental school.; Participants in this study consisted of the total student population of 952 students at an elementary school. Out of this population, 563 are considered ELL students. The intervention, Accelerated Reader, began in the fall of the school year and continued until the end of the same school year. The primary student outcome, English-Language Arts California Standards Test performance, was measured in April. Performance level data were coded on a 0-4 scale and the analysis was limited to grades 2-5.; Qualitative findings reflect that the intervention was implemented in a uniform manner, thereby producing implementation fidelity. Teachers and administrators unanimously expressed an increased level of reading comprehension by students as a result of using the intervention.; In the experimental school, improvement in test performance from the year prior to the intervention to the year following the intervention was uniformly positive at all grade levels with gains ranging from .13 to .20 of a proficiency band and .17 in the four combined grade levels. Effect sizes were small, ranging from .12 to .17. Statistically, the findings were not significant, but given the positive results in each grade level, the intervention was judged to be practically significant.; Quantitative findings regarding the comparison of the experimental school in conjunction with the two matched control schools resulted in inconsistent results. Statistically significant differences were not found for grades two through four. Fifth grade differences were statistically significant and further analysis of the means indicated that school growth from pre to post intervention in the experimental school was greatest in the experimental school. |
| Keyword | standards-based curriculum; reading intervention |
| 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 |
| Type | texts |
| Legacy record ID | usctheses-m326 |
| Rights | Yee, Virginia Nancy |
| 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-Yee-20070327 |
| Archival file | uscthesesreloadpub_Volume17/etd-Yee-20070327.pdf |
Description
| Title | Page 1 |
| Full text | AN EVALUATION OF THE IMPACT OF A STANDARDS-BASED INTERVENTION ON THE ACADEMIC ACHIEVEMENT OF ENGLISH LANGUAGE LEARNERS by Virginia Nancy Yee 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 May 2007 Copyright 2007 Virginia Nancy Yee |
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