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THE EFFECTIVENESS OF THE CYCLE OF INQUIRY ON MIDDLE
SCHOOL ENGLISH-LEARNERS IN ENGLISH-LANGUAGE ARTS
by
Leticia Cruz
________________________________________
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 2008
Copyright 2008 Leticia Cruz
Object Description
| Title | The effectiveness of the cycle of inquiry on middle school English-learners in English-language arts |
| Author | Cruz, Leticia |
| Author email | lcruz@sonomavly.k12.ca.us |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2008-03-20 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-07-21 |
| Advisor (committee chair) | Hocevar, Dennis |
| Advisor (committee member) |
Lavadenz, Magaly Goodyear, Ron |
| Abstract | The purpose of this pre/post evaluation study was to examine the effectiveness of the Cycle of Inquiry and its effectiveness on English-Language Learners in Middle School. The study specifically determined if there was a relationship between the implementation of Hope Middle School 's Cycle of Inquiry to English Learner Achievement as measured by the California Standards Test (CST) and the California English Language Development Test (CELDT) assessments and to identify ways to improve the Cycle of Inquiry process.; The population included two middle schools, Hope Middle School (experimental school) and Alianza Middle School (control school). The study compared the CST and CELDT scores in 2006 and 2007 using a pre and post summative evaluation design. In addition, some formative evaluations were used in this study including informal and open-ended interviews.; Results of the study found significant gains made in four out of seven subgroups. Significant gains were made in 8th Grade (+11%), Hispanic/Latino (14%), Socio-Economically Disadvantaged (14%), and English-Language Learner (32%) subgroups. The most significant gains were made in the English-Learner subgroup, 32% gain, however the pre-test performance band scores remain low. Although the percentage changes demonstrate practical significance, the large gains need to be interpreted in light of those low pre-test scores.; The results of the findings demonstrated an overall positive impact of the Cycle of Inquiry on the achievement on English learners at Hope Middle School. The qualitative findings demonstrated a commitment of the staff and school district to continued focus on raising the achievement of all students, particularly English Learners. Further research is still needed to enhance the accuracy of school-level achievement data and to determine additional factors that may influence the improvement of English Learner performance in the CST and CELDT standardized assessments. |
| Keyword | English learners; middle school; cycle of inquiry; professional learning communities |
| Geographic subject (state) | California |
| 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-m1363 |
| Rights | Cruz, Leticia |
| 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-Cruz-20080721 |
| Archival file | uscthesesreloadpub_Volume14/etd-Cruz-20080721.pdf |
Description
| Title | Page 1 |
| Full text | THE EFFECTIVENESS OF THE CYCLE OF INQUIRY ON MIDDLE SCHOOL ENGLISH-LEARNERS IN ENGLISH-LANGUAGE ARTS by Leticia Cruz ________________________________________ 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 2008 Copyright 2008 Leticia Cruz |
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