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Examining third grade English language development teaching practices
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Content
Running head: ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 1
EXAMINING THIRD GRADE ENGLISH LANGUAGE DEVELOPMENT
TEACHING PRACTICES
by
Alana Burton
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May, 2018
Copyright 2018 Alana Burton
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 2
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 3
DEDICATION
To my daughter, who had to deal with an overworked, overly ambitious, and silly
mommy. Your amazing volleyball skills and leadership shined through in countless games,
keeping me entertained while I carried my backpack around, attempting to complete doctoral
assignments, and my dissertation. I’m proud of your athleticism, maturity, social ‘butterflyness,’
and dedication to being the best you at any stage. You are an amazing young woman, and it
shows.
To my son, who also had to deal with an overworked, overly ambitious, and silly
mommy. You grew so much in three years, both physically and mentally. Your basketball skills
and personality shined through in your games, and your personality and hobbies kept me smiling
throughout. I’m proud of your spirit, confidence, and determination to question and fight against
what you think is unjust. You are an amazing young man, and it shows.
To my husband, who supported my AA to EdD educational journey, helped me focus,
offered advice, and discussed the doctoral content within my texts.
To everyone who supported my education and showed patience as I avoided some of
their calls. Thank you to those who pushed me, and gave me some fun during the busiest and
most stressful years of my life.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 4
ACKNOWLEDGEMENTS
I would like to first thank all of my professors in the USC Rossier School of Education
who taught me everything from how to identify/examine empirical articles and current research,
identify what diversity is and should look like, understand levels of accountability, understand
what makes a great leader, understand how one learns, break down human development,
understand qualitative and quantitative inquiry, learn about the key-motivation, and explore
creativity and innovation. Although I did not receive a cumulative 4.0 for all my efforts, I
learned about the impact of one A- and the value of the thousandths place in my 3.971 GPA.
To all my classmates who pushed me to read, ask questions, and stay motivated
throughout the program.
To my district and principal, thank you for allowing me to conduct my study. To the 14
teachers and Title III Coach at my school who participated in the needs assessments surveys,
thank you. A special thanks to the four selfless teachers who participated in the needs
assessment and survey, observations, interviews, and document analysis.
To Dr. Roach for making accountability enjoyable, sharing the inspirational video about
Billy Hawkins that I will never forget, and being a member of my dissertation committee.
To Dr. Sundt for providing me with three semesters of critiques, insight, and questions to
challenge my thinking, and being a member of my dissertation committee.
To Dr. Yates for sacrificing many days and hours with me on the phone, helping me
maintain my position in first place in our dissertation thematic group to finish the USC IRB,
district IRB, and Final Defense. Your humor and perfectionism challenged and inspired me to
be the best I could be.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 5
TABLE OF CONTENTS
List of Tables ...........................................................................................................7
List of Appendices .................................................................................................11
Abstract ..................................................................................................................12
Chapter One: Introduction ....................................................................................13
Introduction of the Problem of Practice .....................................................13
Organizational Context and Mission .........................................................14
Organizational Performance Status............................................................15
Importance of Addressing the Problem .....................................................16
Organizational Performance Goal..............................................................17
Description of Stakeholder Groups ............................................................17
Stakeholder Group for the Study ...............................................................19
Purpose of the Project and Questions ........................................................20
Conceptual and Methodological Framework .............................................20
Definitions..................................................................................................21
Organization of the Dissertation ................................................................22
Chapter Two: Review of the Literature ...............................................................24
Conceptual Framework ..............................................................................24
Stakeholder Knowledge, Motivation and Organizational Factors .............25
Summary ....................................................................................................37
Chapter Three: Methodology ................................................................................39
Purpose of the Project and Questions ........................................................39
Conceptual and Methodological Framework .............................................40
Figure 1 Gap Analysis Process ..................................................................41
Assessment of Performance Influences .....................................................41
Participating Stakeholders and Sample Selection ......................................54
Instrumentation ..........................................................................................55
Data Collection ..........................................................................................56
Data Analysis .............................................................................................58
Trustworthiness of Data .............................................................................59
Role of Investigator....................................................................................60
Chapter Four: Results and Findings ......................................................................61
Participating Stakeholders .........................................................................62
Data Validation ..........................................................................................63
Results and Findings for Knowledge Causes.............................................65
Results and Findings for Motivation Causes .............................................86
Results and Findings for Organization Causes ........................................121
Summary of Validated Influences ...........................................................140
Chapter Five: Recommendations and Evaluation ...............................................143
Recommendations to Address Influences ................................................144
Integrated Implementation and Evaluation Plan ......................................167
Limitations and Delimitations..................................................................183
Recommendations for Future Research ...................................................184
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 6
Conclusion ...............................................................................................185
References ............................................................................................................187
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 7
LIST OF TABLES
Table 1. Stakeholders’ Performance Goals ..........................................................19
Table 2. Summary of Assumed Knowledge Influences on Stakeholder’s
Ability to Achieve the Performance Goal .............................................28
Table 3. Summary of Assumed Motivation Influences on Stakeholder’s
Ability to Achieve the Performance Goal .............................................32
Table 4. Summary of Assumed Organization Influences on Stakeholder’s
Ability to Achieve the Performance Goal .............................................36
Table 5. Summary of Knowledge Influences and Method of Assessment ..........43
Table 6. Summary of Motivation Influences and Method of Assessment ...........47
Table 7. Summary of Organization Influences and Method of Assessment........52
Table 8. Needs Assessment Results for Declarative Factual Knowledge of
District’s Proficiency Goal ....................................................................66
Table 9. Needs Assessment Results for Declarative Factual Knowledge of
the School’s Mission .............................................................................67
Table 10. Needs Assessment Results for Declarative Factual Knowledge of
Baseline Data .........................................................................................69
Table 11. Needs Assessment Results for Declarative Factual Knowledge of
Accessing Standards ..............................................................................71
Table 12. Needs Assessment Results for Declarative Conceptual
Knowledge of the Relationship between ELA and ELD
Standards ...............................................................................................73
Table 13. Needs Assessment Results for Procedural Knowledge of
Teaching Students below Grade Level ..................................................75
Table 14. Needs Assessment Results for Procedural Knowledge of
Integrating ELD Standards ....................................................................77
Table 15. Needs Assessment Results for Procedural Knowledge of
Scaffolding ............................................................................................79
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 8
Table 16. Needs Assessment Results for Procedural Knowledge of Using
Research-Based Strategies.....................................................................81
Table 17. Needs Assessment Results for Procedural Knowledge of
Keeping Updated Records, Baseline Data, and Monitoring
Student Progress ....................................................................................83
Table 18. Needs Assessment Results for Metacognitive Knowledge of
Self-Reflection ......................................................................................85
Table 19. Survey Results for Value Motivation for EL Prior Knowledge,
EL Potential, Creating Integrated Lesson Plans, and Monitoring
Student Progress ....................................................................................87
Table 20. Survey Results for Value Motivation for Completing Agendas,
Persevering, Assessing EL Prior Knowledge, Using Dibels, and
Integrating ELD Standards ....................................................................89
Table 21. Survey Results for Self-Efficacy Motivation for Influencing
Students’ Academic Achievement ........................................................93
Table 22. Survey Results for Self-Efficacy Motivation for Time
Management ..........................................................................................95
Table 23. Survey Results for Self-Efficacy Motivation for Use of
Instructional Strategies ..........................................................................97
Table 24. Survey Results for Self-Efficacy Motivation for Using Dibels .............99
Table 25. Survey Results for Self-Efficacy Motivation for Integrating
ELD Standards ....................................................................................101
Table 26. Survey Results for Mood Motivation for Dibels and Monitoring
EL Progress .........................................................................................103
Table 27. Survey Results for Mood Motivation for Using Appropriate
EL Instruction ......................................................................................104
Table 28. Survey Results for Mood Motivation for Creating ELD Lessons .......106
Table 29. Survey Results for Attribution Motivation for Students Low
Reading Proficiency Due To Teachers’ Inadequacies.........................108
Table 30. Survey Results for Attribution Motivation for Student’s Low
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 9
Reading Proficiency Due To Lack of Time .......................................110
Table 31. Survey Results for Attribution Motivation for Students Low
Reading Proficiency Due To Lack of Support ....................................112
Table 32. Survey Results for Attribution Motivation for Students Low
Reading Proficiency Due To Lack of Resources ...............................114
Table 33. Survey Results for Goal Orientation Motivation for Mastery .............116
Table 34. Survey Results for Expectancy Value Motivation for
Understanding of How Teachers’ Motivation, Expectations,
and Feedback Set Model for Student Success .....................................118
Table 35. Survey Results for Intrinsic Motivation for Raising EL’s
Academic Achievement ......................................................................120
Table 36. Survey Results for Resources Organization of Time ..........................122
Table 37. Survey Results for Resources Organization for Materials/
Supplies to Meet EL Learning Needs .................................................124
Table 38. Survey Results for Resources Organization of Providing
Mentors ...............................................................................................126
Table 39. Survey Results for Resources Organization for Providing
Appropriate Professional Development ..............................................128
Table 40. Survey Results for Resources Organization for Follow-Up
Support ...............................................................................................129
Table 41. Survey Results for Policies, Processes, & Procedures
Organization of Alignment of Policies with Expected Level
of Instruction .......................................................................................131
Table 42. Survey Results for Policies, Processes, & Procedures
Organization of Alignment of Policies with Expected Level
of Instruction .......................................................................................133
Table 43. Survey Results for Policies, Processes, and Procedures
Organization Item for the Administration Supporting EL
Teacher Efforts ....................................................................................135
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 10
Table 44. Survey Results for Culture Organization of Teachers Using
Culturally Responsive Pedagogy ........................................................137
Table 45. Survey Results for Recognition Organization of Teacher Efforts
to Improve Student Achievement .......................................................139
Table 46. Summary of Assumed Knowledge Influences Gaps ...........................140
Table 47. Summary of Assumed Motivation Influences Gaps Validation ..........141
Table 48. Summary of Assumed Organizational Culture Influences Gap
Validation ............................................................................................142
Table 49. Summary of Knowledge Influences and Recommendations ...............147
Table 50. Summary of Motivation Influences and Recommendations................152
Table 51. Summary of Organization Influences and Recommendations ...........162
Table 52. Outcomes, Metrics, and Methods for External and Internal
Outcomes .............................................................................................170
Table 53. Critical Behaviors, Metrics, Methods, and Timing for Evaluation .....172
Table 54. Required Drivers to Support Critical Behaviors ..................................173
Table 55. Evaluation of the Components of Learning for the Program...............179
Table 56. Components to Measure Reactions to the Program .............................180
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 11
LIST OF APPENDICES
Appendix A: Recruitment Script (For Teachers) ................................................199
Appendix B: Participant Information Sheet/Consent Form for
Needs Assessments/Surveys .........................................................200
Appendix C: Participant Information Sheet/Consent Form for
Observations, Interviews, and Document Analysis ......................203
Appendix D: Observation/Document Analysis Form .........................................207
Appendix E: Table of Needs Assessment Items .................................................210
Appendix F: Table of Survey Items ....................................................................216
Appendix G: Table of Interview Questions ........................................................222
Appendix H: Evaluation Tools ...........................................................................229
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 12
Abstract
This study applied the gap analysis framework (Clark & Estes, 2008) to identify the gaps and
assets of knowledge, motivation, and organization that impact English Learners from being
proficient. The purpose of the study was to determine identify teacher gaps and assets to make
recommendations to close those gaps. Using a multi-method approach of qualitative and
quantitative data collection of needs assessments, surveys, observations, interviews, and
document analysis, allowed for an in-depth analysis that revealed gaps and assets in each of the
knowledge, motivation, and organization categories. Findings revealed 33 assets in knowledge,
motivation, and organization. The findings also revealed eight gaps in knowledge, motivation,
and organization. This study aims to bridge the identified gaps by matching them with research-
based recommendations. The implementation and evaluation used Kirkpatrick and Kirkpatrick’s
(2016) The New World Model to provide the necessary structure for the school and teachers to
use to monitor progress and meet goals. This study can be used as a model for identifying assets
and gaps, making research-based recommendations to close gaps, and solve teaching practice
problems to raise students’ academic achievement and proficiency.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 13
CHAPTER ONE: INTRODUCTION
Introduction of the Problem of Practice
English Learners are students who do not speak, read, write, or understand English as
well, as a result of English not being their home language, as defined by Los Angeles Unified
School District. English Learners represent 28% of the total 490,474 students enrolled in the Los
Angeles Unified School District (School Information Branch, 2017). English Learners (ELs)
also represent 49.26% of dropouts from the district (California School Dashboard, 2017). School
Information Branch (2017) shows ELs from Kindergarten through 12th grade in Los Angeles
Unified School District (LAUSD) are currently performing very low, level three of five, for
student achievement in English Language Arts (ELA). Although LAUSD’s goal is proficiency
for all and 100% graduation, ninth to 12th grade ELs have a graduation rate of 59.1% compared
to the overall average of 77% (California School Dashboard, 2017). These data suggest that EL
students are struggling. This study focused on the problem of low proficiency scores for ELs in
ELA.
Parents and educators are rightly concerned about these data (Messacar & Oreopoulos,
2013). Success in school and thereafter is dependent on whether students obtain grade-level
readiness from elementary to high school (Hernandez, 2011; Planty et al., 2009). Progress in
third grade, and in reading in third grade, in particular, is critical for later academic success.
Reading proficiently by the end of grade three segues into academic success into grade four,
where content is built upon and automaticity is expected (Kieffer, Vukovic, & Berry,
2013). This transition period is when students are expected to move up the Anderson and
Krathwohl’s (2001) taxonomy table from basic factual and conceptual knowledge to higher
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 14
levels of conceptual knowledge, procedural knowledge and metacognition, where students are
asked to apply their knowledge, analyze, evaluate, and create independently and collectively
with peers.
Hernandez’ (2011) review of the research found that early identification programs and
interventions are the best way to meet the growing issues of literacy in third grade. Early
identification addresses ELs learning needs to achieve proficiency. Understanding the EL
achievement gap is key to closing the gap early on, during elementary school years, and not
waiting for the negative consequences of ignoring the problem (Rueda, 2011).
Organizational Context and Mission
Calvin Elementary School
1
is located in southern California, with about 910 students
from Kindergarten to 5th grade. It is a Title I, Title III, and EIA-LEP funded school. There are
35 teachers, 33 general education teachers, and two special day teachers. The administration
team is made up of seven members which include one principal, two assistant principals, a Title I
Coach, a Title III Coach, a magnet coordinator, and an Economic Impact Aid-Limited English
Proficient (EIA-LEP) Coordinator. The school’s mission is, “We, Calvin Community, will
create a positive learning environment to promote literate, innovative, problem solvers that will
become positive citizens in their own community” (Miller
2
, 2015). Of the 910 students enrolled
at Calvin, 84% are Latino, and 40% of the Latino students enrolled are English Learners. The
socioeconomically disadvantaged make up 90% of the total student population.
1
Pseudonym for confidentiality
2
Pseudonym for confidentiality; further information withheld
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 15
Organizational Performance Status
Calvin Elementary has struggled with the performance of ELs for years. The overall test
scores among third graders have been low in ELA and mathematics from data on the previous
accountability measure of growth on the California Standards Test (CST) from 2012-13 school
year to the current proficiency goal on the SBAC from the 2015-16 school year. Of the current
28% of ELs in in this southern California district, 59.1% are low performing in ELA (California
School Dashboard, 2017). The district made EL progress a main priority for accountability and
funding due to the impact of that group impacting the overall student performance. The school
already receives Title I, Title III, and EIA-LEP funding to help meet the needs of the EL student
population. Of the 51 EL students in third grade, 100% were tested in ELA on the SBAC, and
11.76% met or exceeded the standard. The impact on EL students was mentioned in the
introduction.
EL proficiency impacts the school’s performance and accountability with the district.
The school will need to continue receiving Title 1 and Title III funds to help improve academic
achievement for students of lower socioeconomic status and who are ELs. If the school doesn’t
meet the district’s performance expectation or show growth, it will be sanctioned (School
Information Branch, 2017). Ingersoll, Merrill, and May (2016) found many negative effects with
schools that were sanctioned; in particular, were high turnover rates for teachers and satisfaction
with teaching.
Many ELs transition into middle school carrying these performance gaps. As little as 2%
of ELs in California have met or exceeded the middle school ELA portion of the SBAC in the
2015-16 school year (School Information Branch, 2017). These data highlight the importance
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 16
for rigorous academic curriculum and instruction that meet needs of ELs (Lee & Schallert,
2016). Cross-language prediction of language processing skills that transfer from the first
language, to the second language can be assessed, but is often ignored (Sun-Alperin & Wang,
2011). When the first language skills are strong, they often predict success when learning a
second language. When the first language skills are weak, they often predict difficulty when
learning a second language. ELs that have early detection, early intervention, and support will
have an easier transition between the first and second languages (Halle et al., 2012).
Importance of Addressing the Problem
It is important to address this problem because literacy skills are related to a number of
significant quality-of-life outcomes. For example, EL students who graduate high school often
choose to not attend college, find difficulty in obtaining good jobs, or have limited opportunities
to succeed as a citizen in the United States. English Learners need their strongest school
resource, teachers, to be highly qualified and have the skillset that meets their learning needs to
become language proficient (School Information Branch, 2017). If the problem is not solved,
ELs will not receive the explicit cognitive instruction needed to teach them how to effectively
think about their listening, reading, and writing (Cross, 2010). If English Learners are instructed
by unprepared teachers who lack culturally relevant pedagogy, then they will continue to
struggle with inaccurate identifications for their low academic performance (Cheatham, Jimenez-
Silva, Wodrich, & Kasai, 2014). The impact of persistent failure on teachers can lead to lower
self-efficacy, high levels of stress, increased likelihood to burn out or leave the profession
(Durgunoglu & Hughes, 2010). The impact of persistent failure increases accountability
pressure on the school to raise test scores and threatens potential for sanctions (Chiang, 2009).
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 17
The impact also reaches into the community as teachers, schools, and districts fail to prepare ELs
to be literate, graduate high school, attend college, or become productive citizens (Gándara &
Orfield, 2012).
If students are not reading proficiently by the end of third grade, they are four times more
likely than their proficient reading peers to drop out of high school (Hernandez, 2011). The
implications of teachers not teaching all subject areas to their students in efforts of solely
reaching proficiency are detrimental (Neumann, 2013; Reardon, 2013). Students who fall behind
from year to year demonstrate lack of college readiness, low graduation rates, and often become
a burden to the community while transitioning into adulthood (Hernandez, 2011).
Organizational Performance Goal
The organization’s aspirational goal is for all ELs to be proficient in reading. The goal is
for the SBAC to show 100% of ELs meeting the English Language Arts standards in reading by
May of 2021. The organization’s short term goal is to raise the proficiency level of ELs in ELA
on the SBAC by 5% from 2017-18 school year to 2018-19 school year. The SBAC results from
2017-18 school year will be available in September of 2018, during 2018-19 school year. The
organization’s long-term goal then is to raise the proficiency level of ELs in ELA on the SBAC
by 10% from 2017-18 school year to 2019-20 school year.
Description of Stakeholder Groups
There are five key stakeholder groups involved in helping Calvin Elementary meet its
goal of closing the gap of ELs. Teachers, the first stakeholder group, have the most influence on
increasing EL proficiency and achieving the organization’s mission. Teachers can ensure
students have an optimal learning environment and quality instruction for ELs. Teachers’ full
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 18
implementation of ELD instruction with integration of third grade standards in all domains is
evident in the student progress assessment records. In addition, teachers’ progress monitoring
shows evidence of student growth or lack of, in assessments, work samples/projects in a student
portfolio, and other data.
The second stakeholder is the Title III Coach because their role is to raise EL proficiency
scores by supporting and modeling for teachers, observing EL teachers and students, and
tracking the progress of the EL students in the school. Title III Coach’s accountability is
measured through student data and amount of interventions and support provided throughout the
school year.
Students are the third stakeholder group. If they learn the ELD standards and the grade-
level content standards, demonstrate their mastery of the ELA content on the SBAC by scoring
proficient, then the organization will reach its goal. Parents are the fourth stakeholder group that
will share their frequency level and amount of reinforcement at home in English for their
children with the goal of providing daily homework checks.
Administrators are the fifth and final stakeholder group that supports and provides EL
teachers and the Title III Coach with the resources to meet their goal. The administrators goal is
that by June, 2018, the administration will provide the appropriate EL professional development,
EL planning time, mentoring, and instructional material resources.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 19
Table 1
Stakeholders’ Performance Goals
Organizational Mission
“We, Calvin Community, will create a positive learning environment to promote
literate, innovative, problem solvers that will become positive citizens in their own
community.”
Organizational Performance Goal
By May 2019, Calvin Elementary’s short term goal for third-grade ELs will be to
increase reading proficiency in ELA 5% from 2017-18 to 2018-19 on the SBAC.
Teachers
By May 2018, EL
teachers will teach
100% of the EL
students 100% of the
ELD content,
designated or
integrated, with
100% effective
pedagogical methods,
integrating ELD and
grade-level content
standards as
measured by informal
classroom
walkthroughs.
Title 3 Coach
By May 2018, the Title 3
Coach will meet with
third-grade EL teachers
once a month to address
teacher concerns and EL
student progress.
Administration
By May 2018, the
administration will
provide EL teachers with
EL professional
development and EL
planning time once a
month, and ensure
resources are
appropriately allocated.
Parents
By May 2018,
100% of EL
parents will
ensure their
children have
reading
opportunities and
completed
homework in
English by
signing off on a
monthly reading
and homework
log.
Critical Behaviors for Teachers
1. On a weekly basis,
third-grade EL
teachers create lesson
plans that integrate
ELD standards across
domains.
2. Teachers keep updated
records of EL student
progress in reading
fluency and
comprehension three
times a year.
3. Teachers complete an
agenda, recording details
of Title 3 coach and
grade-level meetings
where EL challenges and
student progress in
English are discussed.
4. Teachers
implement
effective teaching
practices for ELs.
Stakeholder Group for the Study
Although the joint efforts of all stakeholders influence EL proficiency in ELA, the
teachers have the most influence such that if they are successful in meeting their performance
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 20
goal, 100% of ELs can meet the end of the year goal. It is important to examine teacher assets
and barriers to understand the challenges teachers face when complying with district policies and
procedures when teaching English to ELs. Therefore, the stakeholders of focus for this study
were third-grade teachers at Calvin Elementary. Understanding the potential influences that may
impact teacher performance is essential.
Purpose of the Project and Questions
This study examined the knowledge, motivation, and organizational factors influencing
third-grade EL teachers’ ability to meet their performance goal.
1. What are the knowledge, motivation, and organizational influences that impact how
English Learner grade-level teachers raise reading proficiency in ELs?
2. What are the knowledge, motivation, and organizational recommendations for third-grade
English Learner teachers?
Conceptual and Methodological Framework
The conceptual and methodological framework in this study was the growth mindset,
asset-based model (Dweck, 2010), four levels of training evaluation model (Kirkpatrick &
Kirkpatrick, 2016), and Clark and Estes’ (2008) Gap Analysis framework. The gap analysis was
a research-based, analytical framework that determines the effectiveness of an organization,
clarifies goals, and identifies gaps for improvement. This research established a priori assumed
influences and goals for Knowledge, Motivation, and Organizational (KMO) for the mixed-
methods case study. These data established how and if these assumed KMO influences impact
the organization’s student achievement scores to create solutions for closing any potential gaps.
Identifying these gaps helped in finding solutions to close them, thus solving the student
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 21
achievement problem with ELs in elementary school and beyond. Data collection from three
third-grade EL teachers and the Title III Coach who also teaches EL students answered the
research questions with teacher observations, survey, needs assessment, interview, and document
analysis data to deepen the understanding of teacher knowledge, motivation, and organizational
culture. Triangulation of the quantitative and qualitative methods of surveys, observations,
interviews, and document analysis validated or did not validate the findings.
Definitions
• Cross-language transfer: Linguistic transfer can take place from the first language (L1) to
the second language (L2).
• Economic Impact Aid-Limited English Proficient (EIA-LEP): Economic Impact Aid-
Limited English Proficient is a state categorical program that provides supplemental
funds to support programs for English Learners. Use of supplemental EIA funds for
English Learners at the school level was administered through the Single School Plan as
approved by the School Site Council and the local governing board. Typical examples
include funds set aside for professional development, the purchase of supplemental
materials and expenses that support paraprofessionals, supplemental resource teachers,
and the operation of EL advisory committees.
• English Learners (EL): Students who do not speak, read, write or understand English as
well as a result of English not being their home language.
• English Language Arts (ELA): Reading, writing, speaking and listening in English.
• English Language Development (ELD): A high-quality program for English Learners that
will enable them to attain proficiency in English; developing the skills and confidence in
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 22
listening, speaking, reading, and writing that are at the core of achievement in and out of
the classroom.
• No Child Left Behind (NCLB): Law that increased school accountability and moved
limited English proficient students to English fluency.
• Response to Intervention (RtI): Multi-tier approach and framework to the early
identification and support of students with learning and behavior needs.
• Smarter Balanced Assessment Consortium (SBAC): The SBAC is a national consortium
of 25 states that works collaboratively to develop a student assessment system aligned to
a common core of academic content standards.
• Title I: Title I funds are used to support effective, research-based educational strategies
for students not meeting the state's challenging academic achievement standards. Title I
funds are distributed to schools with a minimum of 50% poverty on a per-pupil basis.
Based on an analysis of student achievement data, Title I resources may be used for
professional development, TIER II supplemental instruction and intervention, parental
involvement, personalization and support for students with at-risk behaviors.
• Title III: Title III funds assist English Learners (EL) in acquiring English fluency, gaining
access to the curriculum, and achieving grade-level and graduation standards. Funds are
distributed to school sites based on the number of EL students enrolled.
Organization of the Dissertation
This dissertation was organized in five chapters. This Chapter reviewed key concepts,
terminology, and the conceptual framework used for this study. The organization’s mission,
goals, and stakeholders of focus were introduced. Chapter Two will include an overview of
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 23
previous and current research on ELs and their learning, and trends in elementary schools,
policies, supports, funding, resources, and interventions that are addressed. The assumed causes
for issues of knowledge, motivation, and organization culture, data collection, and analysis will
be presented in Chapter Three. The results and findings for each assumed caused are discussed in
Chapter Four. Chapter Five includes a discussion, evaluation plan, and suggestions for future
research.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 24
CHAPTER TWO: REVIEW OF THE LITERATURE
While many factors influence EL students’ success, this study focused on the EL teacher,
who, research has demonstrated, is central to those students’ success (Gaias, Abry, Swanson, &
Fabes, 2016). This chapter includes a review of the literature which the study utilized to identify
the present assets and barriers which impact EL teachers, the key stakeholders, in achieving their
performance goal. Many internal and external factors influence the effectiveness of instruction
for ELs. Some factors originated from the community and school culture, such as
socioeconomic status, number of English Learners, and levels of parental education. This
chapter includes an examination of the assumed KMO causes for EL teachers.
Conceptual Framework
In this section, the factors influencing the effectiveness of instruction for ELs are
examined using the conceptual framework of the gap analysis (Clark & Estes, 2008) who
suggested that performance problems can be diagnosed from the perspectives of knowledge,
motivation, and organization (KMO). KMOs are drivers of human performance as they provide
the ability to solve new problems, adapt to changing conditions, and create results (Clark &
Estes, 2008). KMOs work by isolating each area based on what research says should be present,
and identifying what exists with what needs to exist to achieve the desired goal. Motivation is
necessary for learning to take place; therefore, when knowledge or motivation is lacking,
performance barriers are present (Clark & Estes, 2008). Research discussed from the K or M or
O perspective suggested each area is needed and connected, using Anderson and Krathwohl’s
(2001) framework to evaluate levels of the four types of knowledge; factual, conceptual,
procedural, and metacognitive. An organization needs specific and measurable goals that can be
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 25
achieved through the knowledge and motivation of its workers, and supported with a resourceful
organizational culture.
Stakeholder Knowledge, Motivation and Organizational Factors
Knowledge and Skills
Many of Calvin Elementary’s ELs are part of more than one subgroup; low
socioeconomic status, low parental education level, English Learner, minority, and/or students
with disabilities. Research showed that students who are part of a subgroup have a harder time
reaching academic achievement goals than students who are not part of a subgroup. Therefore,
students who are part of more than one subgroup face greater hardships and need more support
from their teachers. Marzano et al. (2005) found several factors that increase EL student
achievement in ELA: teacher qualifications, years of teaching experience, and amount of
professional development. Klein and Riordan’s (2009) qualitative study illustrated that the vast
majority of teachers did not implement new pedagogical strategies if they did not receive both
the consistent support to understand how to implement them into their practice and a method to
measure the effectiveness of the new strategies. Looking at these data, teachers’ knowledge and
skills should be aligned with the behaviors research stated will improve performance.
Declarative factual knowledge influences. Declarative knowledge refers to the basic
elements of a discipline one must know to understand and solve problems (Anderson &
Krathwohl, 2001). In the context of instruction, teachers need to know the school’s mission,
ELA and ELD standards, and their students’ baseline data to have a focus for instruction (Bailey,
2010; Cordova et al., 2014; Hiebert & Mesmer, 2013). Research showed significant gains in
raising student proficiency in reading when teachers have knowledge in their grade-level content
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 26
and pedagogy (Bailey, 2010). The teacher also needs to know the district’s English Learner
proficiency goal, the organization’s goal, and how well they were doing, relative to the goal
(Locke & Latham, 2006; Williams et al., 2007). They need to know their individual goals
relative to the organization’s goal to gain their buy-in and feel part of a collective agency (Locke
& Latham, 2006).
Conceptual knowledge influences. These are the interrelationships among the basic
elements and a larger structure that make their functioning together possible (Anderson &
Krathwohl, 2001). Stakeholders need to know the relationship between ELA and ELD standards
and achievement to be able to teach the content and integrate standards and make connections
across domains (Lara ‐Alecio et al., 2012). According to Lara-Alecio et al. (2012), understanding
the ELA and ELD relationship with student achievement influences decisions for lessons,
assessments, and instruction.
Procedural knowledge influences. Anderson and Krathwohl (2001) described this as
the methods of inquiry, criteria for using skills, algorithms, techniques, and methods for how to
do something. Teachers need to know how to teach third-grade ELs who enter reading below the
third-grade level to help students increase their reading proficiency and prevent any hindrance in
their learning (Allor et al., 2014). They also need to know how to group students, how to
differentiate, and scaffold to teach to students’ zone of proximal development by using research-
based strategies that have positive impacts (Dalton & Grisham, 2011; Herrell & Jordan, 2012;
Kirschner, Kirschner, & Paas, 2006; McElvain, 2010). Mislevy and Durán (2014) suggested
stakeholders to integrate standards across domains to reinforce language skills and provide
students with enough exposure through the school day. Knowing how and when to assess
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 27
student progress helps to keep updated records of proficiency and organizes the work to close the
proficiency gap in reading (Gibbons, 2017; Scheffel, Lefly, & Houser, 2016).
Metacognitive knowledge. Metacognition is the knowledge of cognition in general,
including the awareness and knowledge of one’s cognition (Anderson & Krathwohl, 2001).
Stakeholders need to self-reflect on the effectiveness of their own instructional strategies to be
able to know what is effective. They need to know what needs to be changed, how to adapt, and
how to appropriately address EL student learning needs through self-reflection and decision
making (Dinsmore, Alexander, & Loughlin, 2008).
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 28
Table 2
Summary of Assumed Knowledge Influences on Stakeholder’s Ability to Achieve the
Performance Goal
Assumed Knowledge Influences
Research Literature
Author, Year
Declarative Factual
Teachers need to know district’s proficiency goal. Locke and Latham (2006).
Teachers need to know the school’s mission. Williams et al., (2007).
Teachers need to know baseline data for the reading
and comprehension level of ELs in their class.
Cordova et al. (2014).
Teachers need to know grade-level content and ELD
standards.
Hiebert and Mesmer (2013); Bailey (2010).
Declarative Conceptual
Stakeholder needs to know the importance of the
relationship between ELA and ELD standards and
achievement.
Lara ‐Alecio et al. (2012).
Procedural
Stakeholders need to know how to teach students
who enter third grade below the third-grade reading
level.
Allor et al. (2014).
Stakeholders need to be able to integrate ELD
standards across domains.
Mislevy and Durán (2014).
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 29
Table 2 (Cont’d.)
Assumed Knowledge Influences
Research Literature
Author, Year
Stakeholders need to know how to appropriately
scaffold to promote EL learning.
Dalton, and Grisham (2011); Kirschner,
Kirschner, and Paas (2006).
Teachers need to know how to use research-based
strategies that positively impact EL student
achievement.
Herrell & Jordan (2012).
Teachers need to know how to keep updated records
of EL data to make instructional decisions.
Gibbons (2015).
Metacognitive
Stakeholders need to self-reflect on the effectiveness
of their own instructional strategies to be able to
know what is effective, what needs to be changed,
and how to appropriately address EL student
learning needs.
Dinsmore, Alexander, and Loughlin (2008).
Motivation
General theory. According to Elliot, Dweck, and Yeager (2017), achievement is not
solely dependent on abilities, but the interaction of developed abilities consisting of knowledge,
skills, metacognition, and motivation. To grow with change, people need to see the value, have
the self-efficacy, and feel positive about making the active choice to engage in the change, be
persistent in following through with the change, and apply mental effort when newer knowledge
and application is needed. Motivation for change may be difficult for many people, but it is
necessary for achieving the change.
Stakeholder/topic specific factors. Studies showed that students perform better in
school when they engage fully, recover from obstacles, and build motivational resilience from
the support and motivational modeling of their teacher (Pitzer & Skinner, 2017). Teachers need
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 30
to understand how their individual level of intrinsic motivation and modeling of motivation and
expectations set the model for mastery goal orientation and student success (Muñoz & Ramirez,
2015; Schiefele & Schaffner, 2015; Skipper & Douglas, 2015). The value a teacher places on K
areas strengthens their sense of purpose which drives their persistence. When they feel positive,
they can be confident to attribute students’ failures and successes on their own actions, and not
on external forces, thus making them accountable.
Another factor that teachers face is their usage of experienced strategies that may have
worked in the past for current students. Those strategies may not be research-based, or may be
obsolete for their current students in the changing society where they live. This is when teachers
need to apply mental effort in learning and practicing newer research-based strategies, and even
though it can be stressful, it will create more meaningful instruction (Galy, Cariou & Mélan,
2012). Teachers need to find value, feel confident, and feel positive about learning something
new, using mental effort, and try research-based strategies that will work for their ELs.
Value. Teachers need to value EL’s prior knowledge and cultural experiences with
learning English and value EL’s potential for academic achievement (Rittle-Johnson, Star, &
Durkin, 2009; Yeung, Craven, & Kaur, 2014). The importance of teachers monitoring their EL
students in reading fluency and comprehension using the Dibels assessment and recording details
of the Title III Coach and grade-level meetings, is to use the recorded data as a resource when
facing challenges or creating lessons that integrate ELD standards across the domains (Franklin,
East, & Mellard, 2015; Roehrig, Duggar, Moats, Glover, & Mincey, 2008). One of the most
important values a teacher can have is to persevere through the challenges of raising proficiency
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 31
in ELs reading below grade level (Kim & Viesca, 2016). Teachers that maintain value in
teaching ELs have greater chances of achieving performance goals.
Self-efficacy. Teachers need to have confidence and positive mastery experiences that
they can impact student learning (Bandura, 1977; Fraser, 2014). Wiggins (2016) suggested for
teachers to feel confident with their time management if they want to avoid feeling stressed and
meeting deadlines. Research showed that use of instructional strategies and planning provides
the necessary structure for teachers to have flexibility to engage students and teach meaningful
content (Téllez & Manthey, 2015). In Goldenberg’s (2013) study, teachers that felt capable in
their ability to use Dibels and plan more efficiently, which created the space for a more fluid
integration of ELD standards across domains.
Mood. Stakeholders need to feel positive about using appropriate ELD instruction across
domains and monitoring EL progress to impact student achievement (Arens & Morin, 2016;
Pekrun & Stephens, 2012). Arens and Morin (2016) stressed that when teachers feel positive
about their instruction, they create lesson plans that are more engaging and relevant to their
students, making learning meaningful. This includes curious or positive feelings when using
Dibels to progress, monitor, and create lesson plans (Fraser, 2014).
Attribute. Teachers attribute low reading proficiency to EL’s previous teachers’
inadequacies and not their own (Anderman & Anderman, 2009). When teachers begin to
attribute their students’ low performance to external issues due to lack of time, support, or
resources, they tend to lose their motivation (Ghanizadeh & Ghonsooly, 2014; Wang, Hall, &
Rahimi, 2015; Weiner, 2010). In other words, teachers who do not take responsibility for their
instruction, have a fixed mindset rather than a productive growth mindset (Dweck, 2010).
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 32
Table 3
Summary of Assumed Motivation Influences on Stakeholder’s Ability to Achieve the Performance
Goal
Assumed Motivation Influences
Research Literature
Author, Year
Value
Teachers need to value EL prior knowledge and cultural
experiences with learning English.
Rittle-Johnson, Star, and Durkin,
(2009).
Teachers need to value persevering through the
challenges of raising proficiency of ELs reading below
grade level.
Kim and Viesca (2016).
Teachers need to value completing an agenda recording
details of Title 3 coach and grade-level meetings where
EL challenges and student progress in English are
discussed.
Franklin, East, and Mellard (2015).
Self-Efficacy
Stakeholder needs to have confidence that they can
impact student learning.
Fraser (2014).
Teachers need confidence in time management. Wiggins (2016).
Teachers need confidence in their use of instructional
strategies and planning.
Téllez, and Manthey (2015).
Teachers need confidence in using Dibels. Scheffel et al. (2016).
Teachers need confidence in integrating ELD standards
across domains.
Goldenberg (2013).
Mood
Stakeholder needs to feel positive about using
appropriate EL instruction across domains to impact
student achievement.
Pekrun and Stephens (2012).
Teachers need to feel positive when using Dibels. Fraser (2014).
Teachers need to feel positive when creating lessons and
monitoring EL progress.
Arens and Morin (2016).
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 33
Table 3 (Cont’d.)
Assumed Motivation Influences
Research Literature
Author, Year
Attribution
Teachers attribute low reading proficiency to EL’s
previous teachers’ inadequacies and not their own.
Anderman and Anderman (2009).
Teachers attribute low reading proficiency to lack of
time.
Weiner (2010).
Teachers attribute low reading proficiency to lack of
support.
Wang, Hall, and Rahimi (2015).
Teachers attribute low reading proficiency to lack of
resources.
Ghanizadeh and Ghonsooly (2014).
Goal Orientation
Teachers need to be mastery goal oriented. Schiefele and Schaffner (2015).
Expectancy Value
Teachers need to know how their motivation,
expectations, and feedback set the model for student
success.
Skipper and Douglas (2015).
Intrinsic Motivation
Teachers have the intrinsic motivation to raise EL
achievement.
Muñoz and Ramirez (2015).
Organization
Resources. When teachers have the time, resources, and support from their organization,
they have an increased opportunity of successfully achieving their performance goal (Geser,
2007; Kraft et al., 2015; Jimenez-Silva et al., 2016). Teachers need access to mentoring from
veteran EL teachers, grade-level teachers, and the Title III Coach to gain ideas to better serve EL
student needs (Turner & Blackburn, 2016; Yoon, Duncan, Lee, Scarloss, & Shapley, 2017).
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 34
Reinke et al. (2014) stated that teachers can better serve EL student needs with mentoring,
follow-up training, and support should be provided by veteran EL teachers, grade-level teachers,
the Title III Coach, or other administration.
Policies and procedures. Berliner (2011) stressed the issue when policies influence a
teacher’s decision to focus on teaching to the test and thus narrowing the curriculum and the
chances of student success. Rueda and Stillman’s (2012) study demonstrated the negative
impact of testing policies that limit ELs’ access to instruction and services that research showed
is beneficial to their academic achievement. Teachers need to feel that the school’s policies are
aligned with ELD standards and expected level of instruction, or they will narrow the
curriculum. Teachers need to feel the administration facilitates teachers’ implementation of
integrated ELD instruction with supportive procedures such as informal observations and
immediate feedback.
Cultural setting. The organization needs an administrative team that encourages and
supports teachers to help ensure they are teaching to the district’s standards and meeting the
needs of the school’s community and culture (Day & Smethem, 2009; Odhiambo & Hii, 2012).
A cultural setting is a visible form of a cultural model that exists in the school setting. The need
for culturally responsive pedagogy is greater than an individual teacher’s implementation; its
importance expands into the cultural practices of the school setting (Rueda & Stillman, 2012).
Cultural models. A cultural model is an invisible shared belief or mental schema. An
example of the organization’s cultural model related cause is the lack of accountability that
teachers’ have with integrating ELD standards across domains in their practice. The
administration needs to build trust and develop relationships with teachers to create capacity and
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 35
foster a cohesive working environment (Odhiambo & Hii, 2012). Administrators need to
establish frequent check-ins and informal observations to ensure that EL teachers are monitoring
EL progress and integrating the ELD standards throughout their daily instruction.
Administrators need to monitor teachers, review updated progress records, provide immediate
feedback, and set calendar dates for when each practice assessment needs to be administered.
Teachers become more accountable when there is collective agency which includes the presence
of mentors and good role models from the administrative team, in addition to having the
necessary opportunities to share and build common beliefs (Day & Smethem, 2009).
Stakeholder/topic specific factors. Stakeholders need to receive the support and
recognition from their organization’s school culture to feel valued in their efforts to improve
student achievement (Odhiambo & Hii, 2012).
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 36
Table 4
Summary of Assumed Organization Influences on Stakeholder’s Ability to Achieve the
Performance Goal
Assumed Organization Influences
Research Literature
Author, Year; Author, Year.
Resources
Stakeholder needs planning time to create EL
English lesson plans and implement instructional
goals.
Jimenez-Silva et al. (2016).
Stakeholder needs to have the instructional materials
and supplies (technology, supplemental texts,
visuals, graphic organizers, sentence prompts, etc.)
to meet EL learning needs.
Geser (2007).
Stakeholder needs mentoring from veteran EL
teachers, grade-level teachers, and the Title III
Coach to gain ideas to better serve EL student needs.
Turner and Blackburn (2016).
Stakeholder needs appropriate professional
development and training to teach ELs.
Yoon et al. (2007).
Stakeholder needs follow-up training and support to
ensure proper implementation occurs.
Reinke et al. (2014).
Stakeholder needs support from administration when
feeling discouraged or overwhelmed with challenges
of teaching ELs.
Kraft et al. (2015).
Policies, Processes, & Procedures
Stakeholder needs to feel that school’s policies align
with ELD standards and expected level of instruction
support their instruction.
Coburn, Hill, and Spillane (2016).
Teachers need to feel that testing policies allow for
them to teach in all areas outside of the testing
subjects.
Berliner (2011).
Rueda and Stillman (2012).
Teachers feel that the school procedures support
their instruction.
Hamilton et al. (2016).
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 37
Table 4 (Cont’d.)
Assumed Organization Influences
Research Literature
Author, Year; Author, Year.
Culture
Stakeholder needs to feel their organization values,
rewards, and recognizes teachers who are moving
towards culturally responsive pedagogy and
community goals that are well received.
Day & Smethem (2009);
Odhiambo & Hii (2012);
Rueda & Stillman (2012.)
Recognition
Stakeholders need to feel valued in the schools’
recognition of their efforts to improve student
achievement.
Maehr & Midgley (1991).
Summary
Looking at the Knowledge, Motivation, and Organizational assumed causes in Tables 1,
2, and 3 teachers need to have the knowledge, motivation, and appropriate support and resources
to appropriately teach ELs. Teachers need to have the declarative factual and conceptual
knowledge to build their procedural knowledge and metacognitive knowledge. The motivation
for active choice, persistence, and mental effort is important for teaching ELs and dealing with
the challenges of providing effective instructional strategies. The organization needs to have the
capacity in which the appropriate support and resources are provided for EL teachers. Teachers
need to have the necessary planning, feedback, and reflecting time, mentoring, and supportive
culture to close the EL achievement gap. In Chapter 3, these KMO assumed causes are validated
or not validated, using carefully designed instrument tools: surveys, interviews, observations,
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 38
and document analysis. Each instrument measures a key area of knowledge, motivation, and the
organization based on research-based scales.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 39
CHAPTER THREE: METHODOLOGY
Purpose of the Project and Questions
This study aimed to contribute to the understanding of the general problem of practice for
English Learner teachers. The study attempted to investigate the knowledge, motivation, and
organizational factors that hinder teachers from meeting their performance goal with English
Learners (ELs). The researcher found solutions to help close the gaps by providing
recommendations and data for further evaluation of EL teachers’ instructional practices and
pedagogical methods. Through the use of surveys, observations, interviews, and document
analysis, the researcher provides evidence of what teachers perceive and do as aligned with their
effectiveness to teach ELs. This information may also inform the promotion of effective
practices, instructional designs, and professional developments.
This study examined the knowledge, motivation, and organizational barriers to third-
grade EL teachers’ ability to raise ELs’ reading proficiency. The purpose of these research
questions was to identify the challenges and barriers present for EL teachers when supporting
ELs in their classroom and raising student achievement, specifically in English Language Arts.
The questions that guided this gap analysis are the following:
1. What are the knowledge, motivation, and organizational influences that impact how
English Learner third-grade teachers raise reading proficiency in ELs?
2. What are the knowledge, motivation, and organizational recommendations for third-grade
English Learner teachers?
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 40
Conceptual and Methodological Framework
The conceptual and methodological framework for this study was the Clark and Estes’
(2008) Gap Analysis framework. The gap analysis is a research-based, analytical framework
that determines the effectiveness of an organization, clarifies goals, and identifies gaps. This
study established a priori assumed influences for knowledge, motivation, and organizational
culture. These data established how and if these assumed causes impact faculty performance.
Based on the validated causes, the researcher created recommendations and solutions for closing
those gaps.
The Clark and Estes’ (2008) Gap Analysis framework is based on performance
improvement; therefore, no adaptations are necessary. The improvement model used for this
study focused on stakeholders’ assumed knowledge, motivation, and organization (KMO)
causes, KMO goals, validation of causes, and suggestions for evaluation to measure the
achievement of suggested goals. For time purposes, the study did not complete the
implementation or evaluation steps from the Gap Analysis framework, but solutions are made to
close the identified KMO gaps.
Clark and Estes’ (2008) Gap Analysis Process is illustrated in Figure 1 as a template for
organizations to identify causes for KMO gaps and create effective solutions for performance
improvement.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 41
Figure 1 Gap Analysis Process
Assessment of Performance Influences
EL teachers’ declarative, conceptual, procedural, and metacognitive knowledge
influences that can impact their ability to teach ELs and integrate ELD standards with grade-
level standards were assessed through observations, surveys, interviews, and document analysis.
The EL teachers’ value, self-efficacy, mood, attribution, goal orientation, expectancy value, and
intrinsic motivation were assessed through observations, surveys, and interviews. The
organization’s resources, policies, procedures, culture, and recognition were assessed through
observations, surveys, interviews, and document analysis. The KMO influences in Chapter Two
were created a priori based on the needs of EL teachers from previous literature. If EL teachers
lack one or more of the listed KMO influences, the instruments used in the study help to identify
the gaps.
Knowledge Assessment
The knowledge influences described in Chapter Two provided the base for the interview
and survey instruments. To assess for declarative and procedural knowledge, needs assessment
items consisted of multiple choice questions, matching, and identifying true and false statements
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 42
using Anderson and Krathwohl’s (2001) Taxonomy Table. Interview questions were created
using Patton’s (2002) interview guide as a model for creating questions that acquired responses
to assess for the four knowledge domains: declarative factual, conceptual, procedural, and
metacognitive knowledge. The assumed knowledge gaps for third-grade EL teachers are listed
with needs assessment, survey, and interview items in Table 5.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 43
Table 5
Summary of Knowledge Influences and Method of Assessment
Assumed Knowledge
Influences
Survey Item
Interview Item
Declarative Factual
Teachers need to know the
district’s proficiency goal.
Multiple choice. Complete the
sentence.
1. District’s goal is for...
a) 90% of students to be proficient.
b) 80% of students to be proficient.
c) 100% of students to be
proficient.
d) 75% of students to be proficient.
Tell me what the district’s
goal is for proficiency.
Teachers need to know the
school’s mission.
Multiple choice.
2. The school’s mission is to:
a) provide an environment in
which all children have the
opportunity to be successful.
b) foster a positive learning
environment creating literate
students who can become
global citizens
c) ensure all students are
performing at or near grade
level and make learning
meaningful in preparation for
the 21st century
d) other__________________
a) In your own words, tell
me what your school’s
mission is.
b) Where can you find the
school’s mission?
Teachers need to know
baseline data of the reading
and comprehension levels of
ELs in their class.
Multiple choice. Complete the
sentence and check all that apply.
3. An example of baseline data is...
a) EL’s current achievement in
reading fluency
b) a student’s level of work
completion
c) a student’s on-task behavior
d) EL’s performance in
mathematical computations
e) all of the above
What is the baseline data
of the reading and
comprehension levels of
your ELs?
Prompt Q: What are your
highest and lowest EL
reading levels?
Teachers need to know grade-
level content standards.
Multiple choice
4. I can access EL and grade-level
content standards from
What are some of your
ELA grade-level
standards?
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 44
Table 5 (Cont’d.)
Assumed Knowledge
Influences
Survey Item
Interview Item
a) the California Department of
Education website
b) the district’s website
c) my CCSS and ELD
professional development
handouts
d) all of the above
Teachers need to know ELD
standards.
Tell me what ELD
standards you taught
today.
Declarative Conceptual
Stakeholder needs to know the
importance of the relationship
between ELA and ELD
standards and achievement.
Multiple choice. Choose the best
option to complete the sentence.
5. Teaching ELA and ELD
standards…
a) allows me to be compliant with
district expectations.
b) increases student achievement.
c) makes learning fun.
d) is part of my daily instruction.
e) does not impact student success.
Explain the relationship
between ELA and ELD
standards and
achievement.
Procedural
Stakeholder needs to know
how to teach students who
enter third grade below the
third-grade reading level.
Multiple choice. Choose the best
answer to complete the sentence.
6. You are assigned a new student in
your third-grade class. Your baseline
assessment indicates that the student is
reading below grade level. You
should:
a) Teach grade-level content.
b) Teach to students’ zone of
proximal development.
c) Teach the previous grade-level
standards.
d) Find supplemental books for
the previous grade level.
Walk me through some of
the steps you use to teach
ELs below grade level.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 45
Table 5 (Cont’d.)
Assumed Knowledge
Influences
Survey Item
Interview Item
Stakeholder needs to be able to
integrate ELD standards across
domains.
Multiple choice. Choose the best
answer to complete the sentence.
7. An example of integrating ELD
standards across domains is…
a) teaching designated ELD for
the first part of the morning and
teaching science for the second
part of the morning.
b) connecting ideas within
sentences using the word science.
c) teaching designated ELD.
d) focusing on understanding
text structures in ELA, social
studies, and science.
Demonstrate how you
integrate ELD standards in
other domains.
Stakeholder needs to be able to
know how and when to assess
student progress.
What is your procedure for
how and when to assess
student progress?
Stakeholder needs to know
how to appropriately scaffold
to promote EL learning.
Multiple choice. Choose all that apply
to your teaching.
8. I scaffold when...
a) students are first learning a
concept.
b) assisting ELs to progress from
one level of independent ability to
the next.
c) students are demonstrating
difficulty in learning a concept.
d) necessary.
e) students completely
understand the concept I’m
teaching.
What are the steps you use
to scaffold ELs?
Teachers need to know how to
use research-based strategies
that positively impact EL
student achievement.
Multiple choice.
9. When using instructional strategies
that positively impact student
achievement, teachers should ensure
the strategies...
a) are research-based.
b) come from what the teacher has
done in the past.
c) be what the students enjoy.
d) be student-led.
e) none of the above
Walk me through how you
implement research-based
strategies in your
instruction.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 46
Table 5 (Cont’d.)
Assumed Knowledge
Influences
Survey Item
Interview Item
Teachers need to know how to
keep updated records of EL
data to make instructional
decisions.
Multiple choice. Complete the
sentence.
10. To make instructional decisions
about one’s ELs, a teacher should...
a) keep updated records of EL data
decisions.
b) focus on where my ELs were in
the beginning of the school
year.
c) focus on where my ELs need to
be by the end of the school
year.
d) monitor EL data throughout the
year and progress monitor if
necessary.
e) a and d
f) none of the above
Main Q: Show me your
procedure for keeping
records of EL data.
Probing Q: Give me an
example of how you use
the records to make
instructional decisions?
Metacognitive
Stakeholders need to self-
reflect on the effectiveness of
their own instructional
strategies to be able to know
what is effective, what needs
to be changed, and how to
appropriately address EL
learning needs.
Multiple choice. Complete the
sentence.
11. I self-reflect by…
a) thinking about the effectiveness
of my own instructional
strategies to be able to know
what is effective.
b) deciding what needs to be
changed in my instruction.
c) deciding how to appropriately
address EL learning needs.
d) all of the above
e) none of the above
f) other ______________
Main Q: How do you
evaluate the effectiveness
of your instructional
strategies?
Probing Q: How do you
monitor a need for change
in your instruction?
Probing Q: How do you
decide the way to address
EL learning needs?
Motivation Assessment
The motivational influences described in Chapter Two provided the base for the
interview and survey instruments. To assess for value, survey items asked participants to match
and put statements in order. Using Bandura’s (2006) self-efficacy scale for teachers, survey
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 47
items were created to assess for self-efficacy. To assess for other motivational influences such as
mood, goal orientation, and intrinsic motivation, an open choice, Likert 5-point scale survey
instrument was created: (a) strongly disagree, (b) disagree, (c) neutral, (d) agree, (e) strongly
disagree (Allen & Seaman, 2007). The assumed motivation gaps for third-grade EL teachers are
listed with survey and interview items in Table 6.
Table 6
Summary of Motivation Influences and Method of Assessment
Assumed Motivation
Influences
Survey Item
Interview Item
Value
Main Q: What motivates you to
teach ELs?
Teachers need to value
ELs’ prior knowledge
and cultural experiences
with learning English.
Put the sentences in order of how
important you think these are to
your instruction.
a) Incorporating ELs’ prior
knowledge.
b) ELs’ potential for academic
achievement.
c) Creating lesson plans that
integrate ELD standards
across domains.
d) Monitoring the reading
fluency and comprehension
for ELs using the Dibels
assessment.
There are many things that
contribute to being a great EL
teacher. I’m going to read you a list
of things a teacher can do and I’d
like you to tell me which things you
believe to be most important to
students’ success:
● Incorporating ELs’ cultural
experience into their
instruction of English?
● Communicating to your
students that you believe they
have the potential to be
successful?
● Creating lesson plans that
integrate ELD standards across
domains?
● Monitoring the reading fluency
and comprehension for ELs
using the Dibels assessment?
● Something I haven’t
mentioned?
Probing Q: If respondent says
something important, why? Can you
give me a recent example?
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 48
Table 6 (Cont’d)
Assumed Motivation
Influences
Survey Item
Interview Item
Teachers need to value
persevering through the
challenges of raising
proficiency of ELs
reading below grade
level.
When faced with the challenges
of raising ELs reading
proficiency, I tend to….
a) persist with the proven
strategy, and if it doesn’t
work, move on to the next
thing.
b) try a variety of ways to
address the challenge until
something works
c) cut my losses and move on
to another challenge.
Describe a time when you were
faced with challenges of raising
proficiency with your ELs. How
did you deal with it?
Teachers need to value
completing an agenda,
recording details of Title
III coach, and grade-level
meetings where EL
challenges and student
progress in English are
discussed.
Prioritize the list below based on
how important each task is, in
your opinion, to helping EL
students learn.
a) Completing an agenda
during ELD meetings with
EL teachers, grade-level
teachers, and/or Title III
Coach.
b) Persevering through
challenges of ELs not
meeting their grade-level
academic goals.
c) Assessing ELs’ prior
knowledge
d) ELs potential for academic
achievement
e) Monitoring EL progress
using Dibels data
f) Integrating ELD and grade-
level content standards
g) other _________
Describe the last time you felt the
value, if ever, in completing agendas
during ELD meetings with peers and
your Title III Coach.
Self-Efficacy
Rate your degree of confidence in
doing the following as of right
now by recording a number from
0 to 100 using the scale given
below:
0-10-20 . . . 100
Cannot at all . . . Moderately
Certain can do , , , .Highly
Certain can do
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 49
Table 6 (Cont’d.)
Assumed Motivation
Influences
Survey Item
Interview Item
Stakeholder needs to
have confidence that they
can impact student
learning.
I can influence my students’
academic achievement.
Main Q: Tell me about a time when
you felt confident with respect to
impacting EL learning. Now, tell me
about a time when you felt low
confidence.
Probing Qs: What impacts your
confidence? How consistent is it?
What’s a bad day and what’s a good
day?
Teachers need
confidence in time
management.
Know that if I schedule my time
appropriately, I can meet the
school deadlines.
Tell me about the last time you met a
school-based deadline.
Probing Q: To what do you attribute
your success in meeting that
deadline? (Note - how long ago this
example occurred is an indication of
how out of control they feel about
their time).
Teachers need
confidence in their use of
instructional strategies
and planning.
a) Use effective instructional
strategies.
b) Plan to make a difference in
student achievement.
a) Tell me about a time you felt
particularly confident in using
instructional strategies to teach
ELs.
b) Describe the last time you felt
confident in planning, to impact
student achievement.
Teachers need
confidence in using
Dibels.
Use Dibels to assess EL fluency
and comprehension.
Teachers need
confidence in integrating
ELD standards across
domains
Integrate ELD standards across
domains.
Tell me a situation where you
demonstrated confidence in
integrating ELD standards in more
than one domain.
How confident did you feel with
your choices and strategies?
Mood
Likert 5-point scale:
a) strongly disagree,
b) disagree,
c) neutral,
d) agree,
e) strongly agree
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 50
Table 6 (Cont’d.)
Assumed Motivation
Influences
Survey Item
Interview Item
Stakeholder needs to feel
positive about using
appropriate EL
instruction across
domains to impact
student achievement.
I feel positive about using
appropriate ELD instruction
across domains.
Main Q: Tell me how you feel about
using ELD standards across domains.
Teachers need to feel
positive when using
Dibels.
I enjoy using the Dibels to assess
ELs’ academic achievement.
Describe how you feel about using
Dibels to monitor EL progress.
Teachers need to feel
positive when creating
lessons and monitoring
EL progress.
I feel positive when monitoring
EL progress.
I feel positive when creating EL
lessons.
How do you feel as you create lesson
plans?
Attribution
Likert 5-point scale:
a) strongly disagree,
b) disagree,
c) neutral,
d) agree,
e) strongly agree
Teachers attribute low
reading proficiency to
ELs’ previous teachers’
inadequacies and not
their own.
My students’ low reading
proficiency is due to my own
inadequacies.
Main Q: Why do you think some of
your ELs have low reading
proficiency?
Probing Q: What factors do you feel
contribute to their low reading
proficiency?
Teachers attribute low
reading proficiency to
lack of time.
My students’ low reading
proficiency is due to lack of time.
Teachers attribute low
reading proficiency to
lack of support.
My students’ low reading
proficiency is due to lack of
support from administration.
Teachers attribute low
reading proficiency to
lack of teacher and
student resources.
My students’ low reading
proficiency is due to lack of
teacher and student resources.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 51
Table 6 (Cont’d.)
Assumed Motivation
Influences
Survey Item
Interview Item
Goal Orientation
Likert 5-point scale:
a) strongly disagree,
b) disagree,
c) neutral,
d) agree,
e) strongly agree
Teachers need to be
mastery goal-oriented.
Even in the face of setbacks, my
goal is to motivate all ELs to
learn.
Expectancy Value
Likert 5-point scale:
a) strongly disagree,
b) disagree,
c) neutral,
d) agree,
e) strongly agree
Teachers need to know
how their motivation,
expectations, and
feedback set the model
for student success.
My motivation, expectations, and
feedback impact students.
How do your motivation,
expectations, and feedback impact
student performance?
Intrinsic
Motivation
Likert 5-point scale:
a) strongly disagree,
b) disagree,
c) neutral,
d) agree,
e) strongly agree
Teachers have the
intrinsic motivation to
raise EL achievement.
It’s personally gratifying for me
to raise EL achievement.
Organization/Culture/Context Assessment
The organizational influences described in Chapter Two provided the base for the
interview and survey instruments. To assess for organizational influences, a Likert 4-point scale
forced choice survey instrument was created: (a) strongly disagree, (b) disagree, (c) agree,
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 52
(d) strongly disagree (Allen & Seaman, 2007). EL teachers’ perspective demonstrated evidence
of the organization’s resources, policies, procedures, culture, and recognition (Clark and Estes,
2008). The interview questions helped the further investigation of teacher perceptions of the
organization (Rueda, 2011). The assumed organizational culture gaps for third-grade EL
teachers are listed with survey and interview items in Table 7.
Table 7
Summary of Organization Influences and Method of Assessment
Assumed Organization
Influences
Survey Item
Interview Item
Resources
Likert 4-point scale:
a) strongly disagree,
b) disagree,
c) agree,
d) strongly agree
Stakeholder needs planning
time to create EL English
lesson plans and implement
instructional goals.
My school provides planning
time to create EL English lesson
plans and instructional goals.
Main Q: What kind of
instructional planning time, if
any, does your school provide?
Probing Q: How much time?
Stakeholder needs to have the
instructional materials and
supplies (technology,
supplemental texts, visuals,
graphic organizers, sentence
prompts, etc.) to meet EL
learning needs.
My school provides the necessary
instructional materials and
supplies to support me in meeting
EL learning needs.
Describe the EL curriculum
support materials that your
school provides for you to meet
EL learning needs.
Stakeholder needs mentoring
from veteran EL teachers,
grade-level teachers, and the
Title 3 Coach to gain ideas to
better serve EL student needs.
My school provides me with the
opportunity to work with a
mentor on the topic of teaching
ELs.
Tell me how your school
provides mentoring
opportunities for you to better
meet student needs, if any?
Stakeholder needs appropriate
professional development and
training to teach ELs.
My school provides appropriate
professional development for
teaching ELs.
What specific training have you
received related to the education
of ELs? Include preservice and
in-service training.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 53
Table 7 (Cont’d.)
Assumed Organization
Influences
Survey Item
Interview Item
Stakeholder needs follow-up
training and support to ensure
proper implementation occurs.
I receive follow-up support from
my school to reinforce any
training I receive.
What follow-up support has
your school provided after ELD
training or professional
development?
Stakeholder needs support
from administration when
feeling discouraged or
overwhelmed with challenges
of teaching ELs.
The administrative team at my
school supports my efforts.
If things weren’t going well and
you were having a hard time
meeting your goal, how do you
think your administrative team
would react?
Policies, Processes, &
Procedures
Stakeholder needs to feel that
school’s policies align with
ELD standards and expected
level of instruction support
their instruction.
The district’s policies align with
the ELD standards and expected
level of instruction.
To what extent do your district’s
policies align with the ELD
standards you teach?
What extent do the district’s
policies align with your school’s
expected level of instruction?
Teachers need to feel that
testing policies allow for them
to teach in all areas outside of
the testing subjects.
Testing policies allow for me to
teach in all areas outside of the
testing subjects.
To what extent are you teaching
subject areas outside of the
SBAC?
Teachers feel that the school
procedures support their
instruction.
a) The procedures at my
school are more of a burden
on my instruction.
b) The procedures at my
school enhance my
instruction.
Main Q: Give me an example of
a school procedure that you
think helps support your
instruction.
Probing Q: Give me an example
of a school procedure that you
think gets in the way of your
instruction.
Culture
Stakeholder needs to feel their
organization values, rewards,
and recognizes teachers who
are moving towards culturally
responsive pedagogy and
community goals are received.
My school values, rewards, and
recognizes teachers who apply
culturally responsive pedagogy.
How does your school show
their value of teachers who
utilize culturally responsive
pedagogy and community goals?
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 54
Table 7 (Cont’d.)
Assumed Organization
Influences
Survey Item
Interview Item
Recognition
Stakeholders need to feel
valued by the school’s
recognition of their efforts to
improve student achievement.
My school values my efforts to
improve student achievement.
Walk me through a time when
your school made you feel
valued from your efforts to
improve student achievement.
Participating Stakeholders and Sample Selection
The stakeholder group of focus for this paper were third-grade EL teachers at Calvin
Elementary. Research showed that teachers have the most significant impact on increasing
proficiency, improving students’ academic achievement, and achieving the organization’s
mission (Marzano, 2007).
Sampling
This study used purposive sampling due to EL teachers’ strong influence in raising
student achievement. The sampling strategy for surveys included all the EL teachers at Calvin
Elementary. The sampling for observations, interviews, and document analysis for this study
used three third-grade EL teachers and one Title III Coach. The other grade-level teachers at the
school teach English Only (EO) students, and do not use the ELD curriculum. While the focus
of the study was third-grade EL teachers, the data collection of needs assessments and surveys
used responses from EL teachers from Kindergarten through fifth grade to see trends that applied
to all EL teachers. The data collection of needs assessments and survey responses from all EL
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 55
teachers also helped with protecting the anonymity of the third-grade EL teachers. All
identifying information was removed to protect the participants’ identities.
Recruitment
For purposes of this study, data collection involved four strategies, each with a different
recruitment strategy. The first was a needs assessment and survey, intended for all EL teachers.
All EL participants were recruited verbally and individually, face-to-face during unpaid time
(before school, after school, or during lunch) for their participation in the survey. The
recruitment script appears in Appendix A. The second strategy were interviews. All third-grade
EL teachers were individually and verbally recruited using a recruitment script for face-to-face
unpaid time (before school, after school, or during lunch) interviews for up to 90 minutes. The
third strategy was observations. All third-grade EL teachers were individually and verbally
recruited for face-to-face, unpaid time (before school, after school, or during lunch) participation
in observations of up to two 30 minute sessions.
Instrumentation
The instrumentation used for this study included a needs assessment and survey, a semi-
structured interview protocol, an observation protocol, and a document analysis protocol.
Needs Assessment/Survey Design
For validation of the assumed KMO influences from Chapter Two, a survey of 30 items
using a mixture of Bandara’s (2006) teacher self-efficacy scale, a 5-point Likert scale:
(a) strongly disagree, (b) disagree, (c) neutral, (d) agree, (e) strongly agree, multiple choice
questions, short answer, and matching that is shown in Appendix E and F. The survey contained
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 56
the content of the information sheet in Appendix B. Clicking through to the survey constituted
agreement to participate.
Interview Protocol Design
To validate assumed KMO influences and to allow for opportunities for other influences
to emerge, the semi-structured interview guide was created using 30 items as shown in Appendix
C. Interviews were transcribed and kept on a password protected and secure laptop.
Observation Checklist Design
In order to see if teachers’ perceptions were aligned with evidence in the classroom
observation, an observation form was created to show tally marks of frequency, overall level of
evidence for each assumed K and M, as well as an area for memos of evidence or questions the
researcher may have, shown in Appendix C.
Document Analysis
To triangulate these data, lesson plans, schedules, staff meeting agendas, professional
development schedules and forms, grade-level content standards, and ELD standards were
reviewed using the observation/document analysis form in Appendix C.
Data Collection
Following University of Southern California Institutional Review Board (IRB) approval,
participants were solicited verbally. Participants were given an information sheet and consent
form stating the purpose and procedures of the study, as well as the time and place for surveys,
observations, document analysis, and interviews. With their permission, observations and
interviews were conducted in the EL teachers’ natural environment, classrooms, where EL
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 57
participants taught. All participants were made aware that their participation in the study was
voluntary and they could opt out at any time.
Surveys/needs assessments. Teachers who volunteered to complete the needs
assessment/survey were emailed a link and notified that they would take the online survey during
their own unpaid time. Teachers were reminded by email, once per week for two weeks, to
complete the survey. The survey and needs assessment results were kept anonymous and these
data were de-identified for analysis. Teachers were not timed and their participation in the
survey and needs assessment was voluntary.
Observations. A mutually agreed upon time for two 30-minute observations were
arranged in person with the teachers who volunteered as described in the sampling section above.
Observations were conducted in each teacher’s classroom for up to two sessions of 30 minutes.
The researcher observed quietly and took hard copy notes, using an observation form to provide
evidence, frequency, and space for in-depth field notes (Bogdan & Biklen, 2007). No recording
occurred. All data was de-identified for analysis.
Document analysis. The grade-level teachers were asked to volunteer to share their
lesson plans and lesson materials or handouts related to the two observations. The school’s
progress report and SBAC scores were available online for the public to access. All data was de-
identified for analysis.
Interviews. Teachers who volunteered to be interviewed were verbally contacted in
person, and invited to participate in an interview, for up to 90 minutes, during a mutually agreed
upon, unpaid time in the classroom. Participants were asked to be available for potential follow-
up questions after the interview data was transcribed and analyzed.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 58
Data Analysis
For needs assessments and surveys, responses were analyzed using descriptive statistics.
Means and standard deviation for each cluster of items for KMO was reviewed. The researcher
looked for patterns relative to the assumed causes of knowledge, motivation, and organizational
culture. Gaps caused by lack of knowledge were categorized by types of knowledge: factual,
procedural, conceptual, and metacognitive knowledge. Gaps caused by lack of motivation were
categorized by types of motivation: value, self-efficacy, mood, attributions, goal orientation,
expectancy value, and intrinsic motivation. For gaps caused by the organization, they were
categorized by: resources, policies, procedures, culture, and recognition. Results of the data
analysis guided the solutions and strategies to close the identified gaps of knowledge,
motivation, and the organization.
For observations, data collection provided the evidence and frequency of each teacher
demonstrating KMO and a comparison of observation evidence with aligned teacher perceptions.
The researcher looked for themes relative to the assumed causes of knowledge and motivation.
Gaps caused by lack of knowledge were categorized by types of knowledge: factual and
procedural. Gaps caused by lack of motivation were categorized by types of motivation: mood
and goal orientation. Results of the data analysis guided the solutions and strategies to close the
identified gaps of knowledge and motivation.
For documents, data collection provided evidence of EL teachers using grade-level
content standards and ELD standards, keeping a record of Dibels, EL progress monitoring, time
to discuss and plan for ELD in agenda minutes, and to see if the school’s EL proficiency was
progressing to meet the district’s or school’s goal from the 2017-18 to 2020-21 school years.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 59
For interviews, data collection was kept confidential and de-identified for data analysis.
Common themes that emerged with each participant was analyzed and compared with the total
number of common themes found with all the participants. The researcher looked for themes
relative to the assumed causes of knowledge, motivation, and organizational culture. Gaps
caused by lack of knowledge were categorized by types of knowledge: factual, procedural,
conceptual, and metacognitive knowledge. Gaps caused by lack of motivation were categorized
by types of motivation: value, self-efficacy, mood, attributions, goal orientation, expectancy
value, and intrinsic motivation. For gaps caused by the organization, they were categorized by:
resources, policies, procedures, culture, and recognition. Results of the data analysis guided the
solutions and strategies to close the identified gaps of knowledge, motivation, and the
organization.
All data was compared and examined for recurring regularities, after many data reviews.
An online program stored all data, and a codebook was created after the interviews were
transcribed, for organization and analyzation. Data analysis occurred as soon as data collection
began, to capture emerging themes.
Trustworthiness of Data
To maintain the credibility and trustworthiness of this study, triangulation was the best-
known strategy to apply by using more than two methods of data collection to compare and
cross-check data (Merriam & Tisdell, 2016). Thinking about the possible validity threats of
working with the participants, they were made aware that the instrumentation was piloted and
their responses were for dissertation purposes only, not judgment, so their honesty would make
the findings more valuable. To minimize researcher biases, a perceptual lens was used to
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 60
understand the participants’ values, in addition to involving rich data with detailed transcripts
and field notes during observations and interviews (Maxwell, 2013). Maxwell (2013) discussed
how reality can never be fully captured and how trustworthiness is dependent upon the ethics and
demonstrated competence of the researcher.
Role of Investigator
The investigator in this study is a Calvin Elementary employee, and graduate student.
The investigator picked the sample for the study, recruited participants, collected consent forms,
collected the surveys, conducted observations, conducted interviews, and collected document
analysis data, and conducted the data analysis. The investigator was the main person of contact
for the study and for interactions with participants. The investigator reported the findings and
discussion in Chapter Four and Chapter Five.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 61
CHAPTER FOUR: RESULTS AND FINDINGS
Based on the research presented in Chapter Two, it was evident that EL teachers have a
significant opportunity to increase student academic achievement. Specific knowledge,
motivation, and organizational assets need to be in place for teachers to effectively foster student
success. Assessment items for each of the assumed causes of knowledge, motivation, and
organizational culture were created. Knowledge items were labeled as declarative, conceptual,
procedural, and metacognitive knowledge subcategories. Motivation items were labeled as
value, self-efficacy, mood, attribution, goal orientation, expectancy value, and intrinsic
motivation subcategories. Organizational culture items were labeled as resources, policies,
processes and procedures, culture, and recognition subcategories. These data were used to better
understand the knowledge, motivation, and organizational assets and challenges EL teachers
encounter teaching EL students at Calvin Elementary, and to use those data to create solutions
for Calvin Elementary and schools with similar demographics and student needs.
A multi-method approach was used by collecting both qualitative (interviews and
observations) and quantitative data (tally marks of frequency and survey data) to validate the
assumed causes. The data for the assessment items related to knowledge were collected through
a needs assessment for EL teachers to demonstrate their declarative factual, declarative
conceptual, procedural, and metacognitive knowledge. In addition, data for the assumed
knowledge influences were collected from responses to questions using the interview protocol
during interviews and some document analysis. The data for motivation were collected through
survey items and responses to questions using the interview protocol during interviews. The data
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 62
for organizational culture were collected through survey items and responses to questions using
the interview protocol during interviews.
As stated in Chapter Three, the data collection process began with an online needs
assessment and survey from 14 of 23 voluntary EL teachers at Calvin Elementary. Due to the
anonymity of the participants in needs assessment and survey, observations were scheduled a
couple of weeks after. Participants were to complete the needs assessment and surveys prior to
being observed, but the anonymity made tracking difficult, so extra time was allotted to ensure
its completion. Documents were collected from the targeted third-grade EL teachers who
participated in the study. The purpose of conducting the needs assessment and survey before the
observations was to inform the protocol for the observations with the four third-grade EL
teachers. Shortly after the observation of each participant, interviews were scheduled.
Interviews were scheduled after observations to collect further evidence to help understand the
ways in which EL teachers made decisions, in addition to cross checking these data with the
needs assessment and survey results in addition to what the literature revealed in Chapter Two.
Documents were collected during the observations to gather a more in-depth look at the
instructional materials EL teachers used to teach their EL students.
Participating Stakeholders
Twenty-three grade K-5 EL teachers at Calvin Elementary School were invited to
participate in the study. Of the 23, 14 EL teachers completed the needs assessment and survey.
Of the 14, four teachers, who were identified as third-grade EL teachers, the stakeholders of
focus for this study, participated in the interviews, observations, and document analysis. Thus,
the survey results include 14 EL teachers, and the interview, observation, and document analysis
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 63
include the four third-grade EL teachers. To maintain confidentiality of the results, the
remaining biographic information has been omitted.
Data Validation
The data from the needs assessment and survey were triangulated through observations to
see if teacher perceptions matched the observational data and literature. The data were also
triangulated through document analysis to see if the instructional material EL teachers used
matched with teacher perceptions and the literature. Ninety minutes were allocated for
interviews, so unless the participant didn’t understand how to answer the question in the
interview protocol or answered it in a previous question, all questions were asked.
Validation Criteria
Each influence was validated as an asset or gap. An asset refers to the knowledge,
motivation, or organizational influence that teachers have, which aligns with what the literature
from Chapter Two stated was necessary for teachers to have in order to successfully raise EL
students’ academic achievement. A gap refers to the lack of the knowledge, motivation, or
organizational influence that teachers should have.
To determine and apply the criteria for validating an influence, each question and form of
data collection were taken into consideration. In the needs assessment and survey, responses
were used as evidence to align with the observation, interview, and document analysis data. The
data from each of the tools – needs assessment and surveys, observations, interviews, and
document analysis – were corroborated against all other sources.
Criteria for needs assessment and survey. To meet the criterion for the total number of
teachers to demonstrate all types of knowledge – factual, conceptual, and metacognitive – of an
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 64
influence in the needs assessment, 80% or greater, of teachers choosing the correct answer, was
needed. To meet the criterion for the total number of teachers to demonstrate all types of
motivation: value, self-efficacy, and positive mood, attribution, goal orientation, expectancy
value, and intrinsic motivation, of an influence in the survey, 80% or greater agreement was
needed for each. To meet the criterion for the total number of teachers to demonstrate all types
of organization, resources, policies, processes and procedures, culture, and recognition of an
influence in the survey, 80% or greater was needed. Whereas, with the attribution criterion, if
more than 20% of the teachers attributed their students’ low reading proficiency to anything
other than their own inadequacies (lack of time, support, or resources), that influence was
identified as a gap. The KMO cutoff, a minimum of 80%, is relatable to readers who can
associate 80% to the equivalent of a letter grade of B.
Criteria for interviews, observation and document. To meet the criterion for the total
number of teachers to demonstrate knowledge of an influence from the interview data, 75% or
greater was needed. To meet the criterion for the total number of teachers to demonstrate value,
self-efficacy, and positive mood of an influence, 75% or greater agreement was needed for each.
The minimum of 75% was chosen because it represents three out of the four third-grade EL
teachers.
Weighting the data. In some cases, the evidence from the different data sources
conflicted. In the event that the needs assessment and survey conflicted with the interview
findings for any of the influences, the observation and document analysis were used in weighing
the influence as an asset or gap. In most cases, the interview data weighed heavier, as the
targeted subgroup of grade-level teachers was the most pivotal to the study and EL students. If
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 65
these data revealed a discrepancy in teacher knowledge, or background information of the
instrument/data became relevant, it was discussed in the weighting of these data.
Results and Findings for Knowledge Causes
For knowledge, declarative factual, declarative conceptual, procedural, and metacognitive
knowledge types were examined. Tables 8-47 illustrate the data for each assumed knowledge,
motivation, and organization influence.
Declarative Factual Knowledge
Influence 1. Teachers need to know the district’s proficiency goal. As noted in the
criteria stated in the previous sections, if 80% of the teachers or more correctly identified the
district’s proficiency goal in the needs assessment, then this influence was an asset. Conversely,
if less than 80% of the teachers correctly identify the goal in the needs assessment, then there is a
gap in this influence. Similarly, if during the interviews, 75% or more of the teachers correctly
identified the goal, then the influence is an asset and less than 75% is a gap.
Needs assessment results. As shown in Table 8, 85% of teachers knew the district’s
proficiency goal of 100% proficiency of all students, which is more than the 80% criterion. The
needs assessment data suggested an asset, as this evidence showed that teachers knew the
district’s proficiency goal.
Interview findings. There was a discrepancy between the four interviewed participants
regarding the district’s proficiency goal of 100% efficiency. Fifty percent knew the district’s
goal, which fell short of the 75% criterion. Teacher A stated, “100%;” Teacher C agreed and
stated, “All students should be reading at or above grade level.” The other teachers were not
aware of the proficiency goal as Teacher B stated, “I don’t know.” Teacher D was focused on
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 66
the reclassification goal, and stated that there was, “No other goal for reading.” The interview
data suggested a gap in teachers’ knowledge of the proficiency goal.
Table 8
Needs Assessment Results for Declarative Factual Knowledge of District’s Proficiency Goal
#
Table 8 Needs Assessment Item 1
Declarative Factual Knowledge Item
%
Count
Complete the sentence. District’s goal is for...
1. 90% of students to be proficient. 7.69 1
2. 80% of students to be proficient. 7.69 1
3. *100% of students to be proficient. 84.62 12
4. 75% of students to be proficient.
Total 100 14
Note: * denotes the correct response
Observation. There were no observational data for analysis.
Document analysis. There was no document for analysis.
Summary. The needs assessment revealed that 85% of teachers had knowledge of the
district’s proficiency goal, which was more than the 80% criterion. Half of the interviewed
participants (50%) had knowledge of the district’s proficiency goal, which is less than the 75%
criterion. Thus, there is a conflict in the findings. However, since the interview data of the key
stakeholders outweighed the needs assessment data, there is a gap in factual knowledge.
Influence 2. Teachers need to know the school’s mission. As noted above, if 80% of
the teachers or more identify the school’s mission in the needs assessment, then this influence is
an asset. Conversely, if less than 80% of the teachers identify the mission in the needs
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 67
assessment, then there is a gap. Similarly, if during the interviews, 75% or more of the teachers
correctly identified the mission, then the influence is an asset and less than 75% is a gap.
Needs assessment results. As shown in Table 9, 36% of teachers knew the school’s
mission, which was to foster a positive learning environment creating literate students who can
become positive citizens, which is less than the 80% criterion. The needs assessment data
suggested a gap as this evidence showed that teachers still need to know the school’s mission.
Table 9
Needs Assessment Results for Declarative Factual Knowledge of the School’s Mission
#
Table 9 Needs Assessment Item 2
Declarative Factual Knowledge Item
%
Count
The school’s mission is to…
1. provide an environment in which all children have the
opportunity to be successful.
7.14 1
2. *foster a positive learning environment creating literate
students who can become positive citizens.
35.71 5
3. ensure all students are performing at or near grade level
and make learning meaningful in preparation for the 21st
century.
57.14 8
Total 100 14
Note: * denotes the correct response
Interview findings. Three of four teachers (75%) knew the school’s mission by either
reading it from a document or trying to paraphrase it, which met the 75% criterion. Teacher B
stated, “I don’t know, (the principal) has it on our weekly bulletins.” The interview data
suggested an asset in teachers’ knowledge of the school’s mission.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 68
Observation. There were no observational data for analysis.
Document analysis. The school’s mission is displayed on the top of the school’s weekly
bulletin. It is also shown at the bottom of some faculty meeting/professional development
agendas.
Summary. The needs assessment revealed that 36% of teachers have the knowledge of
the school’s mission, which is less than the 80% criterion. Seventy five percent of the
interviewed participants knew the school’s mission, which met the 75% needed to meet the
interview criterion. Thus, there is a conflict in the findings. However, since the needs
assessment data was so low (36%) it outweighed the interview and document analysis data, and
revealed a gap in factual knowledge.
Influence 3. Teachers need to know baseline data for the reading and
comprehension level of ELs in their class. As noted above, if 80% of the teachers or more
identified baseline data in the needs assessment, then this influence is an asset, and less than 80%
is a gap. Similarly, if during the interviews, 75% or more of the teachers correctly identified
baseline data, then the influence is an asset, and less than 75% is a gap.
Needs assessment results. As shown in Table 10, 54% of teachers identified baseline
data, which is less than the 80% criterion. The needs assessment data suggested a gap as this
evidence showed that teachers still need to know their students’ baseline data.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 69
Table 10
Needs Assessment Results for Declarative Factual Knowledge of Baseline Data
#
Table 10 Needs Assessment Item 3
Declarative Factual Knowledge Item
%
Count
An example of baseline data is…
1. EL’s current achievement in reading fluency. 46.15 6
2. a student’s level of work completion.
3. a student’s on task behavior.
4. EL’s performance in mathematical computations.
5. *all of the above 53.85 7
Total 100 13
Note: * denotes the correct response
Interview findings. All four of the teachers (100%) identified baseline data, which is
greater than the 75% interview criterion. Teacher A stated, “I don’t know what baseline data is,
but if I have the data, I would know what they were.” Teacher B, C, and D referred to Dibels
data specifically. Teacher B stated, “They (the students) are all red, with one blue.” Teacher C
also referred to Dibels data and stated, “I know that 14 of my students started off far below basic
and three of my students were at or on level at benchmark, and five students that are nearly to
benchmark.” Teacher D also agreed, referred to the Dibels data and stated, “Dibels or EL
monitoring roster.” The interview data suggested an asset in teachers’ knowledge of baseline
data.
Observation. All four teachers grouped their students based on their reading baseline
data, based on ability level and behavior. Three of four teachers asked their students to move
into their groups during the lesson. The interview later confirmed that all four teachers had
students grouped in ability levels during the lesson.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 70
Document analysis. There was no document for analysis.
Summary. The needs assessment revealed that 54% of teachers have knowledge of
baseline data, which is less than the 80% criterion. All four of the interviewed participants
(100%), which is more than the 75% criterion, identified baseline data. Thus, there is a conflict
in the findings. However, since the needs assessment data was so low (54%) it outweighed the
interview and observation data, and revealed a gap in factual knowledge.
Influence 4. Teachers need to know grade-level content and ELD standards. As
noted above, if 80% of the teachers or more identified grade-level content standards and ELD
standards in the needs assessment, then this influence is an asset, and less than 80% is a gap.
Similarly, if during the interviews, 75% or more of the teachers correctly identified grade-level
content standards and ELD standards, then the influence is an asset, and less than 75% is a gap.
Needs assessment results. As shown in Table 11, 86% of teachers knew where to find
grade-level content and ELD standards, which is more than the 80% criterion. The needs
assessment data suggested an asset as this evidence showed that teachers knew where they can
access the ELA and ELD standards.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 71
Table 11
Needs Assessment Results for Declarative Factual Knowledge of Accessing Standards
#
Table 11 Needs Assessment Item 4
Declarative Factual Knowledge Item
%
Count
I can access grade-level content standards from…
1. the California Department of Education website. 14.29 2
2. the district website.
3. the CCSS and ELD professional development handouts
Table 11 (Cont’d.)
#
Table 11 Needs Assessment Item 4
Declarative Factual Knowledge Item
%
Count
4. *all of the above 85.71 12
Total 100 14
Note:* denotes the correct response
Interview findings. All four teachers (100%) demonstrated their knowledge of where to
find the ELA and ELD standards. Teacher A stated, “They (the students) will use evidence to
write and speak, and have discussions with diverse partners.” Teacher C stated, “Students
should be able to read, ask questions, answer questions related to the informational text.
Whenever we learn, we read the standards, and I carry my little flip guide that has the standards
with me.” The interview data suggested an asset in teachers’ knowledge of where to find the
ELA and ELD standards.
Observation. All four teachers had standards written on the board during their lessons.
All four teachers also read the standards written on the board. Teacher B and D used the
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 72
Benchmark student textbooks, which had the standards printed inside, for their lessons.
Therefore, the observation data showed teachers’ knowledge of where to access standards.
Document analysis. There was no document for analysis.
Summary. The needs assessment revealed that 86% of teachers have knowledge of
where to access the standard, which is more than the 80% criterion. All four of the teachers
(100%) interviewed demonstrated knowledge of where to access the standards, which is above
the 75% criterion. The observation data also revealed teachers’ knowledge of the standards, with
standards written on the board during all four participants’ lessons. The evidence revealed an
asset in factual knowledge.
Declarative Conceptual Knowledge
Influence 1. Stakeholder needs to know the importance of the relationship between
ELA and ELD standards and achievement. As noted above, if 80% of the teachers or more
identified the relationship between ELA and ELD standards and achievement in the needs
assessment, then this influence is an asset, and less than 80% is a gap. Similarly, if during the
interviews, 75% or more of the teachers correctly identified the relationship between ELA and
ELD standards and achievement, then the influence is an asset, and less than 75% is a gap.
Needs assessment results. As shown in Table 12, 71% of teachers knew the essential
relationship between ELA and ELD standards and achievement, which is less than the 80%
criterion. The needs assessment data suggested a gap as this evidence showed teachers still need
to know the importance of teaching ELA and ELD standards to increase student achievement.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 73
Table 12
Needs Assessment Results for Declarative Conceptual Knowledge of the Relationship between
ELA and ELD Standards
#
Table 12 Needs Assessment Item 5
Declarative Conceptual Knowledge Item
%
Count
Teaching ELA and ELD standards are essential because it…
1. allows me to be compliant with district expectations. 28.57 4
2. *increases student achievement. 71.43 10
3. makes learning fun.
4. is part of my daily instruction.
5. does not impact student success.
Total 100 14
Note: * denotes the correct response
Interview findings. Half of the teachers (50%) were able to demonstrate their knowledge
of the relationship between ELA and ELD standards with student outcomes, which fell short of
the 75% criterion. Teacher A stated, “The standards help them achieve.” Teacher D agreed and
added, “ELD standards support ELA standards so that students gain access to English. If
students can master the English language then they will perform.” Teacher B and Teacher C
knew the ELA and ELD relationship, but did not connect the relationship to achievement. The
interview data suggested a gap in teachers’ knowledge of the relationship between standards and
student achievement.
Observation. There were no observational data for analysis.
Document analysis. There was no document for analysis.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 74
Summary. The needs assessment revealed that 71% of teachers have knowledge of the
relationship between ELA and ELD standards, which was less than the 80% criterion. Half
(50%) of the interviewed participants demonstrated conceptual knowledge, which is less than the
75% needed to meet the interview criterion. Therefore, both instrument findings revealed a gap
in conceptual knowledge.
Procedural Knowledge
Influence 1. Stakeholders need to know how to teach students who enter third
grade below the third-grade reading level. As noted above, if 80% of the teachers or more
identified how to teach students who enter below grade level in the needs assessment, then this
influence is an asset, and less than 80% is a gap. Similarly, if during the interviews, 75% or
more of the teachers correctly identified how to teach students who enter below grade level, then
the influence is an asset, and less than 75% is a gap.
Needs assessment results. As shown in Table 13, 51% of teachers thought they should
teach to students’ zone of proximal development if a student works below grade level, which is
less than the 80% criterion. The needs assessment data suggested a gap as this evidence showed
that teachers still need to know all the ways to effectively teach students performing below grade
level.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 75
Table 13
Needs Assessment Results for Procedural Knowledge of Teaching Students below Grade Level
#
Table 13 Needs Assessment Item 6
Procedural Knowledge Item
%
Count
You are assigned a new student in your third grade class.
Your baseline assessment indicates that the student is reading
below grade level. You should…
1. teach grade-level content.
2. teach to students’ zone of proximal development. 51.14 8
3. teach the previous grade level standards.
4. find supplemental books for the previous grade level.
5. *all of the above 42.86 6
Total 100 14
Note: * denotes the correct response
Interview findings. All four teachers (100%) demonstrated procedural knowledge of
teaching students who are below grade level with scaffolding and differentiation, which is above
the 75% criterion for demonstrating knowledge. Teacher A demonstrated his knowledge with
differentiation and scaffolding examples when answering questions regarding value and stated,
“I would do a lot of read aloud and discussion. With writing, I would do a simple, an elaborate,
and complex example. I knew where kids were and I would try to push them to the next level.”
Teacher B agreed and stated, “I provide homework on that skill out of the grade level to grasp
the concept of the skill and follow up. I use below or out of the grade level curriculum.”
Teacher C agreed and stated, “Simpler sentences, pictures, vocabulary words on a label. I keep
them grouped, or a high/low grouping. The lower ELD kids can benefit from the high kids.”
Teacher D also agreed stated, “Small groups to find out the skill they need and find activities or
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 76
lessons to meet those skills.” The interview data suggested an asset in teachers’ knowledge of all
the ways to effectively teach students performing below grade level.
Observation. All four teachers had students grouped based on their ability levels, of
which, some were below grade level in reading. One teacher who had a mixed-level class, had
students sharing a lower-grade level text to complete the activity. These data showed teachers
using grade-level standards and texts to support students’ zone of proximal development. The
interview data confirmed the grouping arrangement was ability leveled.
Document analysis. Two of four lesson activities were differentiated for students’ skill
levels. Teacher B used a lower grade ELA text with students who needed extra support.
Teacher D used a T-chart for the higher-ability group and a vocabulary sheet for the lower-
ability group.
Summary. The needs assessment revealed that a little more than half (51%) of the
teachers had procedural knowledge of how to instruct students who are below grade level, which
does not meet the 80% criterion. All the interviewed participants (100%) showed their
knowledge of how to teach students below grade level, which is above the 75% criterion. The
observation and document analysis findings suggested teachers do know how to teach students
performing below the grade level. Thus, there is a conflict in the findings. However, since the
interview, observation, and document analysis data of the key stakeholders outweighed the needs
assessment data, in addition to the observation and document analysis data, there is an asset in
procedural knowledge.
Influence 2. Stakeholders need to be able to integrate ELD standards across
domains. As noted above, if 80% of the teachers or more identified how to integrate standards
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 77
across domains, then this influence is an asset, and less than 80% is a gap. Similarly, if during
the interviews, 75% or more of the teachers correctly identified how to integrate standards across
domains, then the influence is an asset, and less than 75% is a gap.
Needs assessment results. As shown in Table 14, 71% of teachers knew how to integrate
ELD standards, which is less than the 80% criterion. The needs assessment data suggested a gap
as this evidence showed that teachers still need to know how to integrate ELD standards.
Table 14
Needs Assessment Results for Procedural Knowledge of Integrating ELD Standards
#
Table 14 Needs Assessment Item 7
Procedural Knowledge Item
%
Count
An example of integrating ELD standards across is…
1. teaching designated ELD for the first part of the morning
and teaching science for the second part of the morning.
7.14 1
2. connecting ideas within sentences using the word
‘science.’
7.14 1
3. teaching designated ELD 14.29 2
4. *focusing on understanding text structures in ELA, social
studies, and science.
71.43 10
Total 100 14
Note: * denotes the correct response
Interview findings. All of the participants (100%) knew that integrating ELD standards
goes along with any subject where English is present. Teacher A stated, “I feel like I use them
every day because I embed them into language arts, math, and all subjects. Teacher B agreed
stated, “The standards are incorporated all day.” Teacher C agreed and stated, “If you’re using
the same strategies and standards, they’ll (the students) start to make progress.” Teacher D
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 78
agreed and stated, “You just do it!” The interview data suggested an asset in teachers’
knowledge of integrating the standards.
Observation. All four EL teachers were instructing ELD integrated with ELA, which is
an example of ELD integration. However, there was no evidence of integrating ELD in domains
other than ELA.
Document analysis. There was no document for analysis.
Summary. The needs assessment data revealed that 71% of teachers have procedural
knowledge of integrating standards, which does not meet the 80% criterion. All of the
interviewed participants (100%) knew how to integrate ELD standards, which is above the 75%
criterion. Thus, there is a conflict in the findings. However, since the interview data of the key
stakeholders did not show evidence of integration aside from ELA, it outweighed the needs
assessment data, and revealed a gap in procedural knowledge.
Influence 3. Stakeholders need to know how to appropriately scaffold to promote
EL learning. As noted above, if 80% of the teachers or more identified how to appropriately
scaffold, then this influence is an asset, and less than 80% is a gap. Similarly, if during the
interviews, 75% or more of the teachers correctly identified how to appropriately scaffold, then
the influence is an asset, and less than 75% is a gap.
Needs assessment results. As shown in Table 15, there was a discrepancy when teachers
demonstrated their knowledge of scaffolding. Thirty six percent of teachers knew how to
scaffold, which is much less than the 80% criterion. All 14 teachers knew which answer was not
an example of scaffolding from the choices. The needs assessment data suggested a gap as this
evidence showed that teachers still need to know how to scaffold.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 79
Table 15
Needs Assessment Results for Procedural Knowledge of Scaffolding
#
Table 15 Needs Assessment Item 8
Procedural Knowledge Item
%
Count
I scaffold when…
1. students are first learning a concept. 14.29 2
2. assisting ELs to progress from working independently on
a beginning level activity to an intermediate level
activity.
7.14 1
3. students are demonstrating difficulty in learning a new
concept.
42.86 6
4. *necessary. 35.71 5
5. students completely understand the concept I’m teaching.
Total 100 14
Note: * denotes the correct response
Interview findings. All participants (100%) noted that they scaffold in a variety of
situations, dependent of student needs, which is above the 75% criterion. Teacher A stated, “I
give them visuals, we have discussions, and read-alouds.” Teacher B stated, “Everything I do is
scaffolding; use ELD standards, out-of-grade-level curriculum, visual supports, multi-modality
supports, the smart board, and support games.” Teacher C stated, “I implement phonological and
phonemic awareness activities and I progress monitor at 2nd grade as opposed to third.” Teacher
D stated, “Small group instruction, depending on their skills, vocabulary-rich tasks, and models.”
The interview data suggested an asset in procedural knowledge.
Observation. All four teachers had conversation skill posters, sentence prompts, and
sentence responses on the wall. Two teachers had differentiated activities for each ability level.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 80
Based on the observational data, all teachers demonstrated scaffolding to meet their student
needs.
Document analysis. All of the teachers used activity sheets that demonstrated evidence
of scaffolding. There were pictures for students to put in sequence, vocabulary sheets, fact
versus opinion sheets, and a T-chart sheet. This evidence supported that all four teachers use
scaffolding materials for students to use in different situations.
Summary. Although there was a discrepancy between the needs assessment that revealed
that 36% of the teachers knew how to scaffold, all the interview data (100%) demonstrated
scaffolding, the observations demonstrated scaffolding posters and sentence prompts/responses
on the walls, and the document analysis showed evidence of teachers having procedural
knowledge. Thus, there is a conflict in the findings. However, since the interview data,
observations, and document analysis data outweighed the needs assessment data, there is an asset
in procedural knowledge.
Influence 4. Teachers need to know how to use research-based strategies that
positively impact EL student achievement. As noted above, if 80% of the teachers or more
identified how to use research-based strategies that positively impact EL student achievement,
then this influence is an asset, and less than 80% is a gap. Similarly, if during the interviews,
75% or more of the teachers correctly identified how to use research-based strategies that
positively impact EL student achievement, then the influence is an asset, and less than 75% is a
gap.
Needs assessment results. As shown in Table 16, 71% of teachers knew that research-
based instructional strategies positively impact student achievement, which is less than the 80%
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 81
criterion. The needs assessment data suggested a gap as this evidence showed that teachers still
need to know how to use research-based strategies that positively impact EL student
achievement.
Table 16
Needs Assessment Results for Procedural Knowledge of Using Research-Based Strategies
#
Table 16 Needs Assessment Item 9
Procedural Knowledge Item
%
Count
When using instructional strategies that positively impact
student achievement, teachers should ensure that the strategies
are…
1. *research-based. 71.43 10
2. from what they have done in the past.
3. what the students enjoy.
4. student-led 14.29 2
5. none of the above 14.29 2
Total 100 14
Note: * denotes the correct response
Interview findings. All teachers stated (100%) that they used research-based
instructional strategies from the district, which is above the 75% criterion. Teacher A stated
their research-based instructional strategies were, “Modeling, teaching them fluency, reading at
home, silent reading, and giving them reading opportunities.” Teacher B stated, “I use strategies
that they (the district and the school) say is research based. What works with one might not
work with the other.” Teacher C stated, “Right now I’m following constructive conversations,
and I’m reading about teaching, listening, and speaking.” Teacher D stated they use research-
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 82
based strategies, “By doing it in the classroom.” The interview data suggested an asset in
teachers’ knowledge of how they use research-based instructional strategies.
Observation. All four teachers used research-based instructional strategies by using
posters and sentence frames for scaffolding, and having small group instruction. By writing the
standards on the board, all four teachers provided clear objectives for students to work towards.
All four teachers provided direct instruction and then allowed students to share amongst
themselves.
Document analysis. The documents to support teachers’ knowledge of using research-
based instructional strategies were Teacher B’s scaffolding worksheet and Teacher A and D’s
sequence visual text, and Teacher D’s differentiated vocabulary and T-chart worksheet. There
were also professional development agendas which provided evidence to suggest teachers use
research-based instructional strategies.
Summary. Although the needs assessment revealed that 71% of teachers have
knowledge of how to use research-based strategies, which was less than 80% criterion, all four of
the interviewed participants (100%) have knowledge of how to use research-based instructional
strategies, which was above the 75% criterion. The evidence from the four observations and
document analysis of various scaffolding worksheets, as well as the visual aids suggested that
teachers know how to use research-based instructional strategies. Thus, there is a conflict in the
findings. However, since the interview data, observations, and document analysis of the key
stakeholders outweighed the needs assessment data, there is an asset in procedural knowledge.
Influence 5. Teachers need to know how to keep updated records of EL data to
make instructional decisions. As noted above, if 80% of the teachers or more identified how to
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 83
keep updated records of EL data to make instructional decisions, then this influence is an asset,
and less than 80% is a gap. Similarly, if during the interviews, 75% or more of the teachers
correctly identified how to keep updated records of EL data to make instructional decisions, then
the influence is an asset, and less than 75% is a gap.
Needs assessment results. As shown in Table 17, 93% of teachers knew how to keep
updated records of EL data, which is above the 80% criterion. Some of the survey choices for
this item were true, but not the best answer among all the choices. The needs assessment data
suggested an asset as this evidence showed that teachers knew how to keep updated records.
Table 17
Needs Assessment Results for Procedural Knowledge of Keeping Updated Records, Baseline
Data, and Monitoring Student Progress
#
Table 17 Needs Assessment Item 10
Procedural Knowledge Item
%
Count
To make instructional decisions about ELs, a teacher should…
1. keep updated records of EL data.
2. focus on where ELs were in the beginning of the year.
3. focus on where ELs need to be by the end of the school
year.
4. monitor EL data throughout the year and progress
monitor when necessary.
7.14 1
5. *all of the above 92.86 13
Total 100 14
Note: * denotes the correct response
Interview findings. All four teachers (100%) stated that they keep student data in a file
or folder, which is above the 75% criterion. All four teachers shared in other responses during
the interview that they use data to inform their instruction. Teacher A stated the use of data also,
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 84
“I keep them in a folder. Find out what I need to reteach.” Teacher B agreed and stated, “I have
a file for each student with a label for each standard.” Teacher C agreed and stated, “I print out
reports, I have conversation tools, and I keep writing samples with the standards on them.”
Teacher D agreed and added, “I keep it on Excel or Word in folders separated in categories.”
The interview data suggested an asset in teachers’ knowledge of how to keep records.
Observation. These data come from the grouping of students based on their knowledge
of student data. The interviews confirmed students were grouped based on ability levels
retrieved from the Dibels data.
Document analysis. There was no document for analysis.
Summary. The needs assessment revealed that almost all EL teachers (93%) have
knowledge of how to keep updated records of EL data as part of making instructional decisions,
which is above the 80% criterion. Three of four interviewed participants (75%) had the
knowledge of how to keep records, which met the criterion. The observation data also showed
evidence of teachers’ knowledge of keeping updated records from their student groupings. The
findings revealed an asset in procedural knowledge.
Metacognitive Knowledge
Influence 1. Stakeholders need to self-reflect on the effectiveness of their own
instructional strategies to be able to know what is effective, what needs to be changed, and
how to appropriately address EL student learning needs. As noted above, if 80% of the
teachers or more identified self-reflection as thinking about the effectiveness of their own
instructional strategies to be able to know what is effective, what needs to be changed, and how
to appropriately address EL student learning needs, then this influence is an asset, and less than
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 85
80% is a gap. Similarly, if during the interviews, 75% or more of the teachers correctly
identified self-reflection, then the influence is an asset, and less than 75% is a gap.
Needs assessment results. As shown in Table 18, 80% of teachers knew how to
demonstrate their self-reflection, which is above the 80% the criterion. The needs assessment
suggested an asset as this evidence showed that teachers have metacognitive knowledge.
Table 18
Needs Assessment Results for Metacognitive Knowledge of Self-Reflection
#
Table 18 Needs Assessment Item 11
Metacognitive Knowledge Item
%
Count
I self-reflect by…
1. thinking about my own instructional strategies to be able
to know what is effective.
2. deciding what needs to be changed in my instruction.
3. deciding how to appropriately address EL learning needs.
4. *all of the above 100 14
Total 100 14
Note: * denotes the correct response
Interview findings. All four teachers (100%) stated they use student assessment results
to think and decide their next steps, which is higher than the 75% criterion. Teacher A stated
they evaluate the effectiveness of their instructional strategies, “Based on student performance.”
Teacher B agreed and stated, “By the kids’ comprehension level of what I’m trying to teach. If
no one is getting it, I need to review myself, to see what I need to do.” Teacher C agreed and
added, “I try using different strategies. We do informal assessments with just four questions.
Listen to discussions and who’s volunteering.” Teacher D agreed and added, “Seeing if the
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 86
students understood by retelling, completing tasks. Go back to see if students understood the
task . . . progress monitoring.” The interview data suggested an asset in teachers’ metacognitive
knowledge of self-reflection.
Observation. There were no observational data for analysis.
Document analysis. There was no document for analysis.
Summary. The needs assessment showed that all teachers (100%) have metacognitive
knowledge on how to self-reflect, which is above the 80% criterion. The interview data showed
that all teachers (100%) have metacognitive knowledge, which is above the 75% criterion.
Therefore, both instrument findings revealed an asset in metacognitive knowledge.
Results and Findings for Motivation Causes
Value
Influence 1. Teachers need to value EL prior knowledge and cultural experiences
with learning English. As noted above, if 80% of the teachers had some degree of value of EL
prior knowledge, then this influence is an asset, and less than 80% is a gap. Similarly, if during
the interviews, 75% or more of the teachers valued EL prior knowledge, then the influence is an
asset, and less than 75% is a gap.
Survey results. As shown in Table 19, 100% of teachers had some degree of value for
ELs’ prior knowledge was valuable to some degree, which met the 80% to meet the criterion.
There survey suggested an asset as this evidence showed that teachers value incorporating ELs’
prior knowledge.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 87
Table 19
Survey Results for Value Motivation for EL Prior Knowledge, EL Potential, Creating Integrated
Lesson Plans, and Monitoring Student Progress
Table 19 Survey Item 12
#
Value Motivation
Item
Extremely
valuable
%/Count
Very
valuable
%/Count
Moderately
valuable
%/Count
Slightly
valuable
%/Count
Not at all
valuable
%/Count
Total
%/Count
1. Incorporating ELs’ prior
knowledge
69.23/9 23.08/3 7.69/1 100/13
2. ELs’ potential for
academic
46.15/6 30.77/4 15.38/2 7.69/1 100/13
3. Creating lesson plans
that integrate ELD
standards across
domains
61.54/8 38.46/5 100/13
4. Monitoring the reading
fluency and
comprehension for ELs
using the Dibels
assessment
53.85/7 38.46/5 7.69/1 100/13
Interview findings. All four teachers (100%) had value for students’ prior knowledge
and cultural experiences, which is above the 75% needed to meet the interview criterion.
Teacher A stated, “They (the students) don’t read at home, it’s not in their culture. Education is
not valued.” Teacher B agreed and stated, “Because they don’t practice reading and the parents
say they don’t speak English.” “It’s a culture shock from being nurtured.” Teacher C agreed
and stated, “They (the students) don’t get academic or stimulation thinking in their household.
They are not challenged to think critically at home.” Teacher D agreed and stated, “They (the
students) still have to master the English language. Acquiring that language acquisition, that
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 88
comes from home.” The interview data suggested an asset in teachers’ value for students’ prior
knowledge.
Observation. Teacher C said some words in Spanish for the Spanish speaking students to
access the curriculum. Teacher B stated, “Remember when we went over this the other day.”
Both teachers addressed their students’ prior knowledge.
Document analysis. There was no document for analysis.
Summary. The survey revealed that 100% of teachers had value for students’ prior
knowledge, which is above the 80% needed to meet the criterion. All interviewed participants
(100%) had value for students’ prior knowledge, which is above the 75% needed to meet
interview criterion. The observational data also showed evidence of two teachers finding value
in knowing ELs’ prior experiences by speaking in Spanish and reminding them of what they
learned before so students can access the curriculum. The findings revealed an asset in value
motivation.
Influence 2. Teachers need to value persevering through the challenges of raising
proficiency of ELs reading below grade level. As noted above, if 80% of the teachers had
some degree of value for persevering through challenges, then this influence is an asset, and less
than 80% is a gap. Similarly, if during the interviews, 75% or more of the teachers valued
persevering through challenges, then the influence is an asset, and less than 75% is a gap.
Survey results. As shown in Table 20, 100% of teachers had some degree of value,
which is above the 80% needed to meet the criterion of finding value. The survey data suggested
an asset as this evidence showed that all teachers felt value for persevering.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 89
Table 20
Survey Results for Value Motivation for Completing Agendas, Persevering, Assessing EL Prior
Knowledge, Using Dibels, and Integrating ELD Standards
Table 20 Survey Item 13
#
Value
Motivation
Item
Extremely
valuable
%/Count
Very
valuable
%/Count
Moderately
valuable
%/Count
Slightly
valuable
%/Count
Not at all
valuable
%/Count
Total
%/Count
1. Completing an
agenda during
ELD meetings
with EL teachers,
grade-level
teachers, and/or
Title III Coach
7.69/1 46.15/
6
30.77/4 15.38/2 100/13
2. Persevering
through
challenges of ELs
not meeting
grade level
academic goals
53.85/7 38.46/5 7.69/1 100/13
3. Assessing ELs’
prior knowledge
61.54/8 23.08/3 7.69/1 7.69/1 100/13
4. Monitoring EL
progress using
Dibels data
61.54/8 30.77/4 7.69/1 100/13
5. Integrating ELD
and grade-level
content standards
69.23/9 23.08/3 7.69/1 100/13
Interview findings. All participants (100%) found value in persevering through
challenges of their ELs not meeting grade-level academic goals and their students’ learning
needs, which is more than the 75% needed to meet the interview criterion. Teacher A stated, “I
would read with a lot of expression and I would try to get them engaged, because they would
read because they had to, not because they liked too.” Teacher B demonstrated value but some
feelings of being overwhelmed as Teacher B stated, “Each grade level is working on a different
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 90
skill . . . how do you balance grade level, skill level, and small group time?” Teacher C also
showed value and stated, “I consistently talk to them about making improvement, setting goals,
parent conferences, and explaining what happens when kids don’t read proficiently by the end of
third grade.” Teacher D also agreed and stated, “I need to create a lesson or activity that’s going
to meet their needs.” The interview data suggested an asset in teachers’ value for persevering
through challenges of meeting EL learning needs.
Observation. All four teachers referred to the Constructive Conversations posters and
prompt/response sentence frames to promote student engagement in dialogue during the lessons.
Teacher A, B, C, and D asked many questions to guide and facilitate students’ learning.
Document analysis. There was no document for analysis.
Summary. The survey revealed that 100% of the teachers have value in persevering
through challenges of their ELs not meeting grade-level academic goals, which is above the 80%
needed to meet criterion. All four of the interviewed participants (100%) demonstrated their
value for persevering through the challenges of meeting EL student needs, which is above the
75% needed to meet the interview criterion. The observation data also demonstrated
perseverance during the lessons as Teachers A, B, C, and D asked questions throughout their
lessons to facilitate learning. The findings revealed an asset in value motivation.
Influence 3. Teachers need to value completing an agenda, recording details of the
Title III coach, and grade-level meetings where EL challenges and student progress in
English are discussed. As noted above, if 80% of the teachers had some degree of value
completing an agenda, then this influence is an asset, and less than 80% is a gap. Similarly, if
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 91
during the interviews, 75% or more of the teachers valued completing an agenda, then the
influence is an asset, and less than 75% is a gap.
Survey results. As shown in Table 20, 85% of teachers felt some degree of valuable for,
which is above the 80% needed to meet the criterion. The survey data suggested an asset as this
evidence showed that teachers value completing an agenda for EL meetings.
Interview findings. There was a discrepancy between the four interviewed participants
as some teachers had some differing opinions on what completing an agenda involved. Twenty
five percent of the interviewed participants knew what creating an agenda entailed, which was
less than the 75% needed to meet the criterion. Teacher A stated, “I know what we’re going to
talk about and I can anticipate any questions. It keeps you on track.” Teacher B stated, “When
we (Teacher B and the Title III Coach) did a lesson with my 5th and my 3rd graders, and I guess
I was putting too much on the skill.” Teacher C stated, “It was better than me figuring out what
are we gonna do now.” Teacher D thought the question related to feeling value for completing
an agenda, so the data is not exactly correlated. The data showed that teachers are not
completing agendas in meetings with the Title III Coach or with EL teachers. The interview data
suggested a gap in teachers’ value for creating agendas.
Observation. There were no observational data for analysis.
Document analysis. There was a schedule for data chats for all EL teachers.
Summary. The survey data revealed that 85% of teachers found value in completing an
agenda, which is above the 80% needed to meet the criterion. Of the interviewed participants,
25% knew how to complete an agenda during the interviews, which is less than the 75% needed
to meet the interview criterion. Thus, there is a conflict in the findings. However, since the
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 92
interview data was so low (25%) of the key stakeholders, it outweighed the survey data. Thus,
there is a gap in value motivation.
Self-Efficacy
Influence 1. Stakeholder needs to have confidence that they can impact student
learning. As noted above, if there was a mean greater than 80%, of the teachers who were
confident they could impact student learning, then this influence is an asset, and less than 100%
is a gap. Similarly, if during the interviews, 75% or more of the teachers who were confident
they could impact student learning, then this influence is an asset, and less than 75% is a gap.
Survey results. As shown in Table 21, Bandura’s (2006) self-efficacy scale from 0,
Cannot at all; 50, Moderately Certain can do; to 100, Highly Certain do was used, teachers had a
mean of 86% in their self-efficacy for influencing students’ academic achievement, which met
the mean greater than 80% criterion. The survey data suggested an asset as this evidence showed
that teachers have self-efficacy for influencing their students’ academic achievement.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 93
Table 21
Survey Results for Self-Efficacy Motivation for Influencing Students’ Academic Achievement
#
Table 21 Survey Item 14
Self-Efficacy Motivation Item
%
Count
Know that I can influence my students’ academic achievement.
1. 50 1
2. 70 1
3. 80 1
4. 81 1
5. 88 1
6. 89 1
7. 90 1
8. 91 2
9. 94 1
10. 100 3
Total 100 13
Interview findings. All four participants (100%) demonstrated self-efficacy with
influencing their students’ academic achievement, which is above the 75% needed to meet the
interview criterion. Even though teachers showed self-efficacy, they shared the challenge of
dealing with students who enter their classes very low or have more than one subgroup that
challenges their academic success. Teacher A stated, “All my kids always reclassified or moved
up an ELD level. When there were CST scores, they would move up.” Teacher B stated that
with the new ELA curriculum, “It was more simplified and easy to follow the lesson plan.”
Teacher C stated they felt confidence, “Every year I’ve taught.” Teacher D stated they felt high
confidence during that moment because they were, “Working with two teachers to form small
groups to target specific reading foundational skills.” A trend with all four teachers was that if
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 94
the students did not complete the work or show improvement, teachers’ confidence was
impacted, but since students were increasing their performing levels, teachers were not
negatively impacted. The interview findings suggested an asset in teachers’ self-efficacy for
influencing students’ academic achievement.
Observation. There were no observational data for analysis.
Document analysis. There was no document for analysis.
Summary. The survey revealed a mean of 86% for teachers having self-efficacy for
influencing their students’ academic achievement, which met the mean of 80% criterion. All
interviewed participants (100%) demonstrated their self-efficacy, which is above the 75%
criterion. Therefore, both instrument findings revealed an asset in self-efficacy motivation.
Influence 2. Teachers need confidence in time management. As noted above, if there
was a mean greater than 80%, of the teachers who were confident in time management, then this
influence is an asset, and less than 100% is a gap. Similarly, if during the interviews, 75% or
more of the teachers who were confident with time management, then this influence is an asset,
and less than 75% is a gap.
Survey results. As shown in Table 22, Bandura’s (2006) self-efficacy scale from 0,
Cannot at all; 50, Moderately Certain can do; to 100, Highly Certain can do was used, teachers
had a mean of 87% in their self-efficacy for scheduling their time appropriately to meet
deadlines, which met the mean greater than 80% criterion. The survey data suggested an asset as
this evidence showed that teachers have self-efficacy for scheduling their time appropriately to
meet deadlines.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 95
Table 22
Survey Results for Self-Efficacy Motivation for Time Management
#
Table 22 Survey Item 15
Self-Efficacy Motivation Item
%
Count
Know that if I schedule my time appropriately, I can meet the school deadlines.
1. 51 1
2. 70 1
3. 79 1
4. 81 1
5. 83 1
6. 85 1
7. 90 1
8. 94 1
9. 98 1
10. 100 4
Total 100 13
Interview findings. Three of four teachers (75%) demonstrated a need for support from
the organization to meet deadlines and feel confident about meeting those deadlines, which met
the 75% criterion. If the deadline required the use of technology, consisted of time consuming
assessments, or lacked a large enough window of time, teachers’ self-efficacy decreased. All
four teachers have met deadlines, but not with 100% high self-efficacy. Planning took a part in
teachers’ self-efficacy as Teacher D stated, “Now I’m confident because I do it every day, and I
write future plans.” The interview data suggested an asset in teachers’ self-efficacy for
scheduling time to meet deadlines.
Observation. There were no observational data for analysis.
Document analysis. There was no document for analysis.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 96
Summary. The survey revealed a mean of 87% for teachers having self-efficacy for
scheduling time appropriately to meet deadlines, which is above the mean of 80% criterion.
Three of four interviewed participants (75%) demonstrated their self-efficacy, which met the
75% criterion. Therefore, both instrument findings revealed an asset in self-efficacy motivation.
Influence 3. Teachers need confidence in their use of instructional strategies and
planning. As noted above, if there was a mean greater than 80% of the teachers who were
confident in using instructional strategies, then this influence is an asset, and less than 100% is a
gap. Similarly, if during the interviews, 75% or more of the teachers who were confident in
using instructional strategies, then this influence is an asset, and less than 75% is a gap.
Survey results. As shown in Table 23, Bandura’s (2006) self-efficacy scale from 0,
Cannot at all; 50, Moderately Certain can do; to 100, Highly Certain do was used, teachers had a
mean of 87% in their self-efficacy for using instructional strategies and planning, which met the
mean greater than 80% criterion. The survey data suggested an asset as this evidence showed
that teachers have self-efficacy for using instructional strategies and planning.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 97
Table 23
Survey Results for Self-Efficacy Motivation for Use of Instructional Strategies
#
Table 23 Survey Item 16
Self-Efficacy Motivation Item
%
Count
Use effective instructional strategies.
1. 60 1
2. 64 1
3. 79 1
4. 80 1
5. 90 1
6. 91 1
7. 92 1
8. 93 1
9. 94 2
10. 100 3
Total 100 13
Interview findings. All four teachers (100%) felt confident using instructional strategies,
which is above the 75% criterion. Teacher A stated, “You just get to know the students’
strengths and weaknesses and build on them.” After learning strategies and practicing them,
teachers felt more confident. Teacher B felt confident with feedback, “After meeting with the
Title III Coach and getting pointers on what I was doing well and what I can add to it.” Teacher
C agreed and stated, “I feel very comfortable teaching instructional strategies that I’ve learned in
ELD training.” Teacher D felt her confidence increased from outcomes and stated, “I was able
to have three small groups with three activities, grouped by language needs.” The interview data
suggested an asset in teachers’ self-efficacy for using effective instructional strategies.
Observation. There were no observational data for analysis.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 98
Document analysis. There was no document for analysis.
Summary. The survey revealed a mean of 87% for teachers having self-efficacy for
using effective instructional strategies, which mets the mean greater than 80% criterion. All four
of the interviewed participants (100%) demonstrated their self-efficacy, which was above the
75% criterion. Therefore, both instrument findings revealed an asset in self-efficacy motivation.
Influence 4. Teachers need confidence in using Dibels. As noted above, if there was a
mean greater than 80%, of the teachers who were confident in using Dibels, then this influence is
an asset, and less than 100% is a gap. Similarly, if during the interviews, 75% or more of the
teachers who were confident in using Dibels, then this influence is an asset, and less than 75% is
a gap.
Survey results. As shown in Table 24, Bandura’s (2006) self-efficacy scale from 0,
Cannot at all; 50, Moderately Certain can do; to 100, Highly Certain can do was used, teachers
had a mean of 93% in their self-efficacy for using Dibels to assess EL reading fluency and
comprehension, which met the mean greater than 80% criterion. The survey data suggested an
asset as this evidence showed that teachers have self-efficacy for using Dibels to assess EL
reading fluency and comprehension.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 99
Table 24
Survey Results for Self-Efficacy Motivation for Using Dibels
#
Table 24 Survey Item 18
Self-Efficacy Motivation Item
%
Count
Use Dibels to assess EL reading fluency and comprehension.
1. 60 1
2. 80 1
3. 85 1
4. 90 1
5. 92 1
6. 99 1
7. 100 7
Total 100 13
Interview findings. There was no interview item for this specific assumed self-efficacy
motivation influence, but it was clear that all four teachers (100%) used Dibels, understood it,
but did not like the amount of time it took to complete, which is above the 75% needed to meet
the interview criterion. All four teachers used Dibels data to inform instruction, and kept
updated Dibels records. Teacher B stated,
It’s self-contained and it scores itself; however, if the children are having difficulty and
reading grade level material, so it’s kind of difficult. So, do they ever get ahead? I like it
because it’s one thing I don’t have to grade and it’s something they can see, they progress
or digress.
The interview data suggested an asset in teachers’ self-efficacy for using Dibels.
Observation. There were no observational data for analysis.
Document analysis. There was no document for analysis.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 100
Summary. The survey revealed teachers showed a mean of 93% for their self-efficacy in
using Dibels, which met the criterion of a mean greater than 80%. All four teachers (100%)
demonstrated self-efficacy using Dibels during their interviews as they described all the ways in
which they used it, which is above 75% criterion. Therefore, both instrument findings revealed
an asset in self-efficacy motivation.
Influence 5. Teachers need confidence in integrating ELD standards across
domains. As noted above, if there was a mean greater than 80%, of the teachers who were
confident in integrating ELD standards across domains, then this influence is an asset, and less
than 100% is a gap. Similarly, if during the interviews, 75% or more of the teachers who were
confident in integrating standards, then this influence is an asset, and less than 75% is a gap.
Survey results. As shown in Table 25, Bandura’s (2006) self-efficacy scale from 0,
Cannot at all; 50, Moderately Certain can do; to 100, Highly Certain can do was used, teachers
had a mean of 81% in their self-efficacy for integrating ELD standards across domains, which
met the mean greater than 80% criterion. The survey data suggested an asset as this evidence
showed that teachers have self-efficacy for integrating ELD standards across domains.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 101
Table 25
Survey Results for Self-Efficacy Motivation for Integrating ELD Standards
#
Table 25 Survey Item 19
Self-Efficacy Motivation Item
%
Count
Integrate ELD standards across domains.
1. 10 1
2. 57 1
3. 68 1
4. 71 1
5. 80 1
6. 90 1
7. 91 1
8. 95 1
9. 97 1
10. 99 3
11. 100
Total 100 13
Interview findings. All four teachers (100%) demonstrated high self-efficacy when
integrating ELD standards across domains, which is above the 75% criterion. Teacher A stated,
“You just get to know the students’ strengths and weakness and build on them.” Teacher B
stated, “All teaching is ELD.” Teacher C agreed and added, “I integrate the ELD standards all
day to rely on the language skills, and I implement the three reads protocol. I use that in math a
lot, especially to read for information.” Teacher D agreed and stated, “You just do it.” The
interview data suggested an asset in self-efficacy in integrating ELD standards.
Observation. There were no observational data for analysis.
Document analysis. There was no document for analysis.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 102
Summary. The survey revealed that teachers have a mean of 81% in their self-efficacy
for integrating ELD standards across domains, which met the mean greater than 80% criterion.
All four interviewed participants (100%) had self-efficacy for integrating ELD standards across
domains, which was above the 75% criterion. Therefore, both instrument findings revealed an
asset in self-efficacy motivation.
Mood
Influence 1. Teachers need to feel positive when using Dibels. As noted above, if
80% of the teachers felt positive about using Dibels, then this influence is an asset, and less than
80% is a gap. Similarly, if during the interviews, 75% or more of the teachers felt positive about
using Dibels, then this influence is an asset, and less than 75% is a gap.
Survey results. As shown in Table 26 Survey Item 21, when teachers were given choices
of strongly disagree, disagree, neutral, agree, and strongly agree, 69% of teachers agreed to some
degree that they enjoyed using Dibels to assess EL academic achievement, which is below the
80% criterion. The survey data suggested a gap as this evidence showed that teachers need to
improve their mood for using Dibels.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 103
Table 26
Survey Results for Mood Motivation for Dibels and Monitoring EL Progress
#
Table 26 Survey Item 21
Mood Motivation Item
%
Count
I enjoy using the Dibels to assess EL academic achievement.
1. Strongly disagree 7.69 1
2. Disagree
3. Neutral 23.08 3
4. Agree 46.15 6
5. Strongly agree 23.08 3
Total 100 13
Interview findings. There was a clear agreement between all four participants (100%)
and their positive mood about using Dibels to monitor EL progress, which is above the 75%
needed to meet the interview criterion. Teacher A stated, “I like it because it gives me a sense of
how they’re reading with expression and accuracy.” Teacher B agreed and stated, “I like Dibels
because it’s self-contained and it scores itself.” Teacher C agreed and stated, “I think it’s a good
indicator for reading.” In addition, Teacher D agreed and stated they felt “positive” when using
Dibels. The interview data suggested an asset in teachers’ mood for using Dibels.
Observation. There were no observational data for analysis.
Document analysis. There was no document for analysis.
Summary. The survey revealed that 69% of teachers had a positive mood about using
Dibels, which was below the 80% criterion. All four interviewed participants (100%) had a
positive mood about using Dibels, which is above the 75% criterion. Thus, there is a conflict in
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 104
the findings. However, since the survey data (69%) was so low, it outweighed the interview
data, and revealed a gap in mood motivation.
Influence 2. Stakeholder needs to feel positive about using appropriate ELD
instruction across domains to impact student achievement. As noted above, if 80% of the
teachers felt positive about using appropriate ELD instruction across domains to impact student
achievement, then this influence is an asset, and less than 80% is a gap. Similarly, if during the
interviews, 75% or more of the teachers felt positive about using appropriate ELD instruction,
then this influence is an asset, and less than 75% is a gap.
Survey results. As shown in Table 27, 69% of teachers agreed to some degree that they
felt positive when using appropriate ELD instruction across domains, which is below the 80%
criterion. The survey data suggested a gap as this evidence that showed teachers still need to feel
positive about using appropriate ELD instruction.
Table 27
Survey Results for Mood Motivation for Using Appropriate EL Instruction
#
Table 27 Survey Item 23
Mood Motivation Item
%
Count
I feel positive when using appropriate ELD instruction across
domains.
1. Strongly disagree
2. Disagree
3. Neutral 30.77 4
4. Agree 38.46 5
5. Strongly agree 30.77 4
Total 100 13
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 105
Interview findings. There was a little discrepancy with three of the four participants
(75%) feeling positive about using appropriate ELD instruction across domains, which met the
75% criterion. Teacher A stated, “I feel like I use them every day because I embed them into
language arts, math, and all subjects.” Teacher C agreed and stated that they feel, “Productive
for students to make progress.” Teacher D agreed and felt “positive” integrating ELD instruction
across domains. However, Teacher B disagreed and stated, “It’s very challenging. I still don’t
have it down. How ELD standards differ from other standards . . . and it’s challenging because
they throw it at us.” The interview data suggested an asset in teachers’ mood about using
appropriate ELD instruction across domains.
Observation. There were no observational data for analysis.
Document analysis. There was no document for analysis.
Summary. The survey revealed that 69% of teachers felt positive about using appropriate
ELD instruction, which is below the 80% criterion. Three of four interviewed participants (75%)
had a positive mood about using appropriate ELD instruction, which met the 75% criterion.
Thus, there is a conflict in the findings. However, since the survey data of the key stakeholders
was so low (69%) it outweighed the interview data, and revealed a gap in mood motivation.
Influence 3. Teachers need to feel positive when creating lessons. As noted above, if
80% of the teachers felt positive about creating lesson plans, then this influence is an asset, and
less than 80% is a gap. Similarly, if during the interviews, 75% or more of the teachers felt
positive about creating lesson plans, then this influence is an asset, and less than 75% is a gap.
Survey results. As shown in Table 28, when teachers were given choices of strongly
disagree, disagree, neutral, agree, and strongly agree, 62% of teachers agreed to some degree that
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 106
they felt positive when creating ELD lessons, which does not meet the 80% criterion. The
survey data suggested a gap as this evidence showed that teachers still need to feel positive about
creating lessons.
Table 28
Survey Results for Mood Motivation for Creating ELD Lessons
#
Table 28 Survey Item 24
Mood Motivation Item
%
Count
I feel positive when creating ELD lessons.
1. Strongly disagree
2. Disagree
3. Neutral 38.46 5
4. Agree 53.85 7
5. Strongly agree 7.69 1
Total 100 13
Interview findings. There was some discrepancy between the four interviewed
participants and their mood when creating English Language Development lessons. Three of
four teachers (75%) stated they felt positive, which met the 75% criterion. Teacher A stated,
“I’m more effective when I teach the lesson. I try to make it engaging for the kids. I review
them the night before. It cuts down a lot of down time and it keeps me organized.” Teacher C
agreed and stated, “Lessons have been created and it makes my work easier, so it’s fine.”
Teacher D agreed and felt “Positive.” There was one teacher (Teacher B) who felt negative,
disagreed stating, “Very challenged because I don’t know where I’m crossing. Sometimes they
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 107
mirror each other.” Thus, the interview data suggested a gap in teachers’ mood for creating
lesson plans.
Observation. There were no observational data for analysis.
Document analysis. There was no document for analysis.
Summary. The survey revealed that 62% of teachers felt positive about creating lesson
plans, which did not meet the 80% criterion. Three of four interviewed participants (75%) felt
positive about creating lesson plans, which met the 75% criterion. Therefore, both instrument
findings revealed a gap in mood motivation.
Attribution
Influence 1. Teachers attribute low reading proficiency to EL’s previous teachers’
inadequacies and not their own. As noted above, if 80% of the teachers attributed their
students’ low reading proficiency to their own inadequacies, then this influence is an asset, and
less than 80% is a gap. Similarly, if during the interviews, 75% or more of the teachers
attributed their students’ low reading proficiency to their own inadequacies, then this influence is
an asset, and less than 75% is a gap.
Survey results. As shown in Table 29, of the teacher survey participants, 23% agreed
that their students’ low reading proficiency was due to their own inadequacies, which is below
the 80% criterion. The survey data suggested a gap as this evidence showed teachers still need to
attribute their students’ low reading proficiency to their own inadequacies.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 108
Table 29
Survey Results for Attribution Motivation for Students Low Reading Proficiency Due To
Teachers’ Inadequacies
#
Table 29 Survey Item 25
Attribution Motivation Item
%
Count
My students’ low reading proficiency is due to my own
inadequacies.
1. Strongly disagree 46.15 6
2. Disagree 23.08 3
3. Neutral 7.69 1
4. Agree 23.08 3
5. Strongly agree
Total 100 13
Interview findings. None of the four interviewed participants (0%) agreed that their
students’ low reading proficiency was due to their own inadequacies, which is below the 75%
criterion. All four teachers (100%) agreed that a contributing factor of students’ low reading was
their home environment. Teacher D stated, “They still have to master the English language.
Acquiring that language acquisition, that comes from home.” Teacher B agreed and stated,
“Because they don’t practice reading and parents say they don’t speak English. They aren’t
required to critically think.” Teacher C agreed and stated, “They don’t get academic or
stimulation thinking in their household. They are not challenged to critically think. There is a
tremendous stratification between thoughts between teachers. They right off the bat say, ‘My
kids can’t do it.’” Teacher A agreed and stated,
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 109
They don’t read at home, it’s not in their culture. Education is not valued. If your
parents have money, they would value. When you’re a principal, you need to space out
the bad teachers, or it could ruin the kids.
The interview data suggested a gap in attribution motivation as this evidence showed a
need for improvement of teachers attributing the low reading performance of their students to the
inadequacies of their own.
Observation. There were no observational data for analysis.
Document analysis. There was no document for analysis.
Summary. The survey data revealed that 23% of teachers attributed their students’ low
proficiency to their own inadequacies, which is below the 80% criterion. None of the
interviewed participants (0%) showed agreement to attributing their students’ low proficiency to
their own inadequacies, which is significantly below the 75% criterion. Thus, the findings
revealed a gap in attribution motivation.
Influence 2. Teachers attribute low reading proficiency to lack of time. As noted
above, if 80% of the teachers attributed their students’ low reading proficiency to their own
inadequacies, then this influence is an asset, whereas, if more than 20% of the teachers attributed
their students’ low reading proficiency to anything other than their own inadequacies (lack of
time), it is a gap. Similarly, if during the interviews, 75% or more of the teachers attributed their
students’ low reading proficiency to their own inadequacies, then this influence is an asset,
whereas if more than 25% of the teachers attributed their students’ low reading proficiency to
anything other than their own inadequacies (lack of time), it is a gap.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 110
Survey results. As shown in Table 30, of the teacher survey participants, 23% agreed
that their students’ low reading proficiency was due to lack of time, which is more than 20%
maximum for their attribution to anything other than inadequacies of their own to meet the
criterion. The survey data suggested a gap as this evidence showed that teachers attribute their
students’ low reading proficiency to lack of time and not their own inadequacies.
Table 30
Survey Results for Attribution Motivation for Student’s Low Reading Proficiency Due To Lack of
Time
#
Table 30 Survey Item 26
Attribution Motivation Item
%
Count
My students’ low reading proficiency is due to lack of time.
1. Strongly disagree 30.77 4
2. Disagree 38.46 5
3. Neutral 7.69 1
4. Agree 23.08 3
5. Strongly agree
Total 100 13
Interview findings. Although there was not a specific question asking teachers if they
attribute their students’ low reading performance to lack of time, teachers shared their feelings
from attribution Influence 1, regarding students’ home environment or culture and the students’
previous teacher(s) who lacked a growth mindset. All four teachers (100%) attributed their
students’ low performance to their home life, which is above the maximum 20% criterion for
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 111
attributing their students’ low proficiencies to their own inadequacies. The interview data
suggested a gap in teachers’ attribution of students’ low performance to their own inadequacies.
Observation. There were no observational data for analysis.
Document analysis. There was no document for analysis.
Summary. The survey revealed that 23% of teachers attributed their students’ low
proficiency to lack of time, which is above the maximum 20% attribution to anything other than
inadequacies of their own to meet the criterion. The previous survey data showed 23% of
teachers’ attribution of their students’ low proficiency to their own inadequacies, which is below
the 80% criterion. None of the interviewed participants (0%) showed agreement to attributing
their students’ low performance to inadequacies of their own, which is significantly below the
75% criterion. Teachers shared their attributions of low reading performance to the students’
home environment and “bad” teachers without a growth mindset. Thus, the findings revealed a
gap in attribution motivation.
Influence 3. Teachers attribute low reading proficiency to lack of support. As noted
above, if 80% of the teachers attributed their students’ low reading proficiency to their own
inadequacies, then this influence is an asset, whereas, if more than 20% of the teachers attributed
their students’ low reading proficiency to anything other than their own inadequacies (lack of
support), it is a gap. Similarly, if during the interviews, 75% or more of the teachers attributed
their students’ low reading proficiency to their own inadequacies, then this influence is an asset,
whereas if more than 25% of the teachers attributed their students’ low reading proficiency to
anything other than their own inadequacies (lack of support), it is a gap.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 112
Survey results. As shown in Table 31, a little more than half of the teachers (54%)
agreed that their students’ low performance was attributed to lack of support, which is more than
20% maximum for their attribution to anything other than inadequacies of their own to meet the
criterion. The previous survey from Attribution Influence 1 showed 23% of teachers attributed
their students’ low performance to their own inadequacies. The survey data suggested a gap as
this evidence showed that teachers attribute their students’ low reading proficiency to lack of
support and not their own inadequacies.
Table 31
Survey Results for Attribution Motivation for Students Low Reading Proficiency Due To Lack of
Support
#
Table 31 Survey Item 27
Attribution Motivation Item
%
Count
My students’ low reading proficiency is due to lack of support.
1. Strongly disagree
2. Disagree 23.08 3
3. Neutral 23.08 3
4. Agree 53.85 7
5. Strongly agree
Total 100 13
Interview findings. Although there was not a specific question asking teachers if they
attribute their students’ low reading performance to lack of support, teachers shared their feelings
from attribution Influence 1 regarding students’ home environment or culture, and the students’
previous teacher(s) who lacked a growth mindset. None of the teachers (0%) agreed, which is
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 113
less than the 75% needed to meet the criterion. The interview data suggested a gap in teachers’
attribution for their students’ low reading proficiency to their own inadequacies.
Observation. There were no observational data for analysis.
Document analysis. There was no document for analysis.
Summary. The survey revealed that 54% of teachers attributed their students’ low
proficiency to lack of support, which is above the maximum 20% attribution to anything other
than inadequacies of their own to meet the criterion. The previous survey data showed 23% of
teachers’ attribution of their students’ low proficiency to their own inadequacies, which is below
the 80% criterion. None of the interviewed participants (0%) showed agreement of their
students’ low performance being attributed to inadequacies of their own, which is significantly
below the 75% criterion. Teachers shared their attributions of low reading performance to the
students’ home environment and “bad” teachers without a growth mindset. Thus, the findings
revealed a gap in attribution motivation.
Influence 4. Teachers attribute low reading proficiency to lack of resources. As
noted above, if 80% of the teachers attributed their students’ low reading proficiency to their
own inadequacies (lack of resources), then this influence is an asset, whereas, if more than 20%
of the teachers attributed their students’ low reading proficiency to anything other than their own
inadequacies (lack of resources), it is a gap. Similarly, if during the interviews, 75% or more of
the teachers attributed their students’ low reading proficiency to their own inadequacies, then this
influence is an asset, whereas if more than 25% of the teachers attributed their students’ low
reading proficiency to anything other than their own inadequacies (lack of resources), it is a gap.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 114
Survey results. As shown in Table 32, 31% of EL teachers agreed that their students’
low reading proficiency was due to a lack of resources, which is more than 20% maximum for
their attribution to anything other than inadequacies of their own to meet the criterion. The
previous survey showed 23% of teachers’ attribution to their own inadequacies, which is below
the 80% criterion. The survey data suggested a gap as this evidence showed that teachers still
need to attribute their students’ low performance to their own inadequacies.
Table 32
Survey Results for Attribution Motivation for Students Low Reading Proficiency Due To Lack of
Resources
#
Table 32 Survey Item 28
Attribution Motivation Item
%
Count
My students’ low reading proficiency is due to lack of resources.
1. Strongly disagree
2. Disagree 38.46 5
3. Neutral 30.77 4
4. Agree 30.77 4
5. Strongly agree
Total 100 13
Interview findings. Although there was not a specific question asking teachers if they
attribute their students’ low reading performance to lack of resources, teachers shared their
feelings from attribution influence 1 regarding students’ home environment or culture and the
students’ previous teacher(s) who lacked a growth mindset. None of the teachers (0%) agreed,
which is less than the 75% criterion. Thus, the interview data suggested a gap in teachers’
attribution for their students’ low reading proficiency to their own inadequacies.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 115
Observation. There were no observational data for analysis.
Document analysis. There was no document for analysis.
Summary. The survey revealed 31% of teachers attributed their students’ low
performance to lack of resources, which is above the maximum 20% for attribution to anything
other than inadequacies of their own to meet the criterion. The previous survey data showed
23% of teachers’ attribution of their students’ low proficiency to their own inadequacies, which
is below the 80% criterion. None of the interviewed participants (0%) showed agreement for
attributing their students’ low reading performance to inadequacies of their own, which is
significantly below the 75% criterion. Teachers shared their attributions of low reading
performance to the students’ home environment and “bad” teachers without a growth mindset.
Thus, the findings revealed a gap in attribution motivation.
Goal Orientation
Influence 1. Teachers need to be mastery goal oriented. As noted above, if 80% of
the teachers have mastery goal orientation, then this influence is an asset, and less than 80% is a
gap. Similarly, if during the interviews, 75% or more of the teachers have mastery goal
orientation, then this influence is an asset, and less than 75% is a gap.
Survey results. As shown in Table 33, 100% of EL teachers felt that even in the face of
setbacks, their goal was to motivate all ELs to learn, which is above the 80% criterion. The
survey data suggested an asset as this evidence showed that teachers have mastery goal
orientation.
Interview findings. Although there was no specific question asking teachers what their
goal orientation was when teaching ELs to learn, three of four interviewed participants (75%)
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 116
had mastery goal orientation, which met the 75% criterion. While some teachers try to engage
students and encourage them to love learning, teachers feel pressured and overwhelmed to meet
all the testing deadlines. In addition, the district’s and school’s pressure on teachers to increase
students’ proficiency scores can take over their desire to teach mastery. Teacher A stated, “They
want to get acknowledged and I tell them to do it for the future.” Teacher B stated, “I have high
Table 33
Survey Results for Goal Orientation Motivation for Mastery
#
Table 33 Survey Item 29
Goal Orientation Motivation Item
%
Count
Even in the face of setbacks, my goal is to motivate all ELs
to learn.
1. Strongly disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly agree 13
Total 100 13
expectations and I model what they look like.” Teacher C agreed and stated, “I believe that
when students and I have heart-to-heart talks about what they need to be on grade level and they
see that I believe they can do it, they start to improve.” On the other hand, Teacher D
demonstrated more performance orientation and stated, “Then I would ask, in a month, you will
be progress monitored. Create a goal. Tell me how many you think you’ll be able to read in a
month.” The interview data suggested a gap in teachers’ goal orientation.
Observation. There were no observational data for analysis.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 117
Document analysis. There was no document for analysis.
Summary. The survey revealed that 100% of teachers have mastery goal orientation,
which is above the 80% needed to meet the criterion. Three of four interviewed participants
(75%) have mastery goal orientation, which met the 75% criterion. The amount of pressure
testing has on teachers may impact their desire to teach to mastery, to meet accountability
measures from the school and district. The data demonstrated teachers’ desire to teach mastery.
The findings revealed an asset in goal orientation motivation.
Expectancy Value
Influence 1. Teachers need to know how their motivation, expectations, and
feedback set the model for student success. As noted above, if 80% of the teachers know how
their motivation, expectations, and feedback set the model for student success, then this influence
is an asset, and less than 80% is a gap. Similarly, if during the interviews, 75% or more of the
teachers know how their motivation, expectations, and feedback set the model for student
success, then this influence is an asset, and less than 75% is a gap.
Survey results. As shown in Table 34, 100% of teachers agreed that their motivation,
expectations, and feedback have a significant impact on students, which is above the 80%
criterion. The survey data suggested an asset as this evidence showed that teachers agreed their
motivation, expectations, and feedback have a significant impact on students.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 118
Table 34
Survey Results for Expectancy Value Motivation for Understanding of How Teachers’
Motivation, Expectations, and Feedback Set Model for Student Success
#
Table 34 Survey Item 30
Expectancy Value Motivation Item
%
Count
My motivation, expectations, and feedback have a significant impact on my students.
1. Strongly disagree
2. Disagree
3. Neutral
4. Agree 38.46 5
5. Strongly agree 61.54 8
Total 100 13
Interview findings. All four participants (100%) agreed that their motivation,
expectations, and feedback have a positive effect on their students, which is above the 75%
criterion. Teacher A stated, “I think that the students are intelligent to see if the teacher cares–
engaging, praise, and I play around but when it’s business it’s business.” Teacher B agreed and
stated, “I think it helps somewhat.” Teacher C agreed and stated, “I believe that when students
and I have heart-to-heart talks about what they need to be on grade level and they see that I
believe they can do it, they start to improve.” Teacher D agreed and stated,
It’s positive. Today, when I progress monitored, I showed their beginning and current
data, and asked them a reflective question–some went up, stayed, or went down. Why do
you think you have improved so much? What were you doing?
The interview data suggested an asset in teachers’ knowledge of how their motivation,
expectations, and feedback have a significant impact on students.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 119
Observation. Teachers may not have explained how their motivation, expectations, and
feedback set the model for student success, but all four teachers shared their motivation,
expectations, and provided immediate feedback to their students during the lessons. Students
were given verbal praise when they were on track, and they were asked questions throughout the
lessons to facilitate learning.
Document analysis. There was no document for analysis.
Summary. The survey revealed 100% of teachers agreed that their high expectancy value
and provided motivation, expectations, and feedback to students modeled success, which is
above the 80% criterion. All four of the interviewed participants (100%) knew that their high
expectancy value and provided motivation, expectations, and feedback to students modeled
success, which is above the 75% criterion. The observational data also provided evidence of
teachers providing the expectation, facilitation, and feedback to motivate students and model
success. The findings revealed an asset in expectancy value motivation.
Intrinsic Motivation
Influence 1. Teachers have the intrinsic motivation to raise EL achievement. As
noted above, if 80% of the teachers have intrinsic motivation, then this influence is an asset, and
less than 80% is a gap. Similarly, if during the interviews, 75% or more of the teachers have
intrinsic motivation, then this influence is an asset, and less than 75% is a gap.
Survey results. As shown in Table 35, 100% of teachers felt that it was personally
gratifying for them to raise ELs’ academic achievement, which is above the 80% criterion. The
survey data suggested an asset as this evidence showed that teachers still need to feel personally
gratified for raising ELs’ academic achievement.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 120
Table 35
Survey Results for Intrinsic Motivation for Raising EL’s Academic Achievement
#
Table 5 Survey Item 31
Intrinsic Motivation Item
%
Count
It’s personally gratifying for me to raise ELs’ academic achievement.
1. Strongly disagree
2. Disagree
3. Neutral
4. Agree 33.33 4
5. Strongly agree 66.67 8
Total 100 12
Interview findings. Although there was no specific interview question for intrinsic
motivation, all four teachers (100%) demonstrated how their motivation and desire to help their
students succeed, which is above the 75% criterion. Their self-efficacy and level of value was
based on student performance. Teacher A stated, “It’s when I see student scores and the
progress. I don’t care if the school shows (recognition).” Teacher D stated, “I’m very task
oriented, when I finish a task I feel accomplished. When people validate me with words of
affirmation I feel happy.” The interview data suggested an asset in teachers feeling personally
gratified to raise ELs’ academic achievement.
Observation. All four teachers provided motivation through verbal praise for students as
they worked in groups, came up with answers to questions, and completed their worksheets.
Document analysis. There was no document for analysis.
Summary. The survey revealed that 100% of teachers found it personally gratifying to
raise ELs’ academic progress, which is above the 80% criterion. All four interviewed
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 121
participants 100% shared their personal gratification through their stories and motivation behind
their instruction, which is above the 75% criterion. The observation data suggested an asset of
teachers feeling personally gratified to raise ELs’ academic progress through their praise and
facilitation during instruction. All three instrument findings revealed an asset in intrinsic
motivation.
Results and Findings for Organization Causes
Resources
Influence 1. Stakeholder needs planning time to create EL English lesson plans and
implement instructional goals. As noted above, if 80% or more of the teachers stated their
school provides planning time to create EL lessons, then this influence is an asset, and less than
80% is a gap. Similarly, if during the interviews, 75% or more of the teachers stated their school
provides planning time to create EL lessons, then this influence is an asset, and less than 75% is
a gap.
Survey results. As shown in Table 36, items consisted of forced answer choices for
organizational culture and resources with options such as: strongly disagree, disagree, agree, and
strongly agree; 31% of teachers agreed that their school provides planning time to create EL
lesson plans, which is less than the 80% criterion. The survey data suggested a gap as this
evidence showed that teachers still need the school to provide planning time to create EL lesson
plans.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 122
Table 36
Survey Results for Resources Organization of Time
#
Table 36 Survey Item 32
Resources Organization Item
%
Count
My school provides planning time for creating EL lesson plans
and instructional goals.
1. Strongly disagree 15.38 2
2. Disagree 53.85 7
3. Agree 30.77 4
4. Strongly agree
Total 100 13
Interview findings. All four interviewed participants (100%) stated their school provided
planning time at least twice a month, which is above the 75% criterion. Teacher A stated, “Just
common planning, and once in a while, like twice a month for about 45 minutes.” Teacher B
agreed and added, “Every other week PLCs, when requested we meet in grade-level teams, for
about an hour.” Teacher C agreed and stated, “We get PLCs (Professional Learning
Committees) twice a month for 45 minutes, and we get grade-level meetings once a month for an
hour.” The interview data suggested an asset as this evidence showed that the school provides
planning time to create EL lesson plans.
Observation. All teachers have their students use the Benchmark ELA curriculum that
provides ELD and EL differentiation, which many teachers use instead of lesson plans.
Document analysis. There was evidence of data-chat meetings and grade-level meetings.
Summary. The survey revealed that 36% of teachers agreed that their school provides
time for EL lesson planning time, which is way below the 80% criterion. Despite the low survey
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 123
data, the interviewed participants (100%) demonstrated evidence of planning time, which is
above the 75% criterion. There was evidence of a discrepancy; however, these observation data
and document analysis provided more evidence that suggested the school provides teachers time
to create EL lesson plans, and maybe teachers do not utilize this time wisely. The findings
revealed an asset in resources from the organization.
Influence 2. Stakeholder needs to have the instructional materials and supplies
(technology, supplemental texts, visuals, graphic organizers, sentence prompts, etc.) to meet
EL learning needs. As noted above, if 80% or more of the teachers stated their school provides
the instructional materials and supplies to meet EL learning needs, then this influence is an asset,
and less than 80% is a gap. Similarly, if during the interviews, 75% or more of the teachers
stated their school provides the instructional materials and supplies to meet EL learning needs,
then this influence is an asset, and less than 75% is a gap.
Survey results. As shown in Table 37, items consisted of forced answer choices for
organizational culture and resources with options such as strongly disagree, disagree, agree, and
strongly agree; 77% of teachers agreed that the organization provides the necessary instructional
materials and supplies to support teachers in meeting EL learning needs, which is below the 80%
criterion. The survey data suggested a gap as this evidence showed that teachers still need the
organization to provide the necessary instructional materials and supplies to support teachers in
meeting EL learning needs.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 124
Table 37
Survey Results for Resources Organization for Materials/Supplies to Meet EL Learning Needs
#
Table 37 Survey Item 33
Resources Organization Item
%
Count
My school provides the necessary instructional materials and
supplies to support me in meeting EL learning needs.
1. Strongly disagree
2. Disagree 23.08 3
3. Agree 61.54 8
4. Strongly agree 15.38 2
Total 100 13
Interview findings. All four interviewed participants (100%) stated their school provides
the necessary materials and supplies to support them in meeting EL learning needs, which is
above the 75% criterion. Teacher A stated, “The Benchmark and thinking maps.” Teacher B
agreed and stated, “The Benchmark, ELD book, intervention, and assessments to help with
instruction. Phonics and phonemic awareness.” Teacher C agreed, and added, “We have Smart
Start 1.0 and 2.0, various resources and protocols like the three reads, access to standards, written
texts, and visual texts.” Teacher D agreed and added, “Title III Coach, Intervention Coordinator,
PDs, trainings, books, website, and the Multicultural Education Department.” The interview
data suggested an asset in the school providing teachers with the necessary instructional
materials and supplies to support teachers meeting EL learning needs.
Observation. During each lesson, ELD standards were on the wall and in student texts
and ELD texts. There were document cameras, a smartboard, Chromebooks, many graphic
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 125
organizers, sentence prompts, and visuals present to instruct students. Teachers also used the
Smart Start 1.0 and 2.0 script for the ELD Program.
Document analysis. There was no document for analysis.
Summary. The survey revealed that 75% of teachers agreed that their school provided
them with the necessary resources and supplies to support them meeting EL needs, which is
below the 80% criterion. All four of the interviewed participants (100%) provided evidence that
the school provides teachers with the necessary resources and supplies to support them meeting
EL needs, which is above the 75% needed to meet the interview criterion. The observation data
showed ELD texts, standards, and technology to meet student needs. Thus, there is a conflict in
findings. However, the interview and observation data of the key stakeholders provided strong
evidence to suggest teachers at Calvin Elementary were provided with the necessary materials
and supplies to meet EL learning needs. The findings revealed an asset in resources from the
organization.
Influence 3. Stakeholder needs mentoring from veteran EL teachers, grade-level
teachers, and the Title III Coach to gain ideas to better serve EL student needs. As noted
above, if 80% or more of the teachers stated their school provides EL mentoring, then this
influence is an asset, and less than 80% is a gap. Similarly, if during the interviews, 75% or
more of the teachers stated their school provides EL mentoring, then this influence is an asset,
and less than 75% is a gap.
Survey results. As shown in Table 38, items consisted of forced answer choices for
organizational culture and resources with options such as; strongly disagree, disagree, agree, and
strongly agree; 62% of teachers agreed that the school provides teachers the opportunity to work
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 126
with a mentor to teach ELs, which is below the 80% criterion. The survey data suggested a gap
as this evidence showed that teachers still need the organization to provide teachers the
opportunity to work with a mentor to teach ELs.
Table 38
Survey Results for Resources Organization of Providing Mentors
#
Table 38 Survey Item 34
Resources Organization Item
%
Count
My school provides me with the opportunity to work with a
mentor to teach ELs.
1. Strongly disagree 15.38 2
2. Disagree 23.08 3
3. Agree 53.85 7
4. Strongly agree 7.69 1
Total 100 13
Interview findings. Three of four interviewed participants (75%) stated that the EL
teacher mentor was the Title III Coach, which met the 75% criterion. Although Teacher B
stated, “There are none that I know of. Meet with your administrator and express your need.”
Teacher B mentioned that working with the Title III Coach and getting help, increased their self-
efficacy to teach ELs, but did not consider the Title III Coach a mentor. The interview data
suggested an asset in the teachers’ school providing them with a mentor.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 127
Observation. There were no observational data for analysis.
Document analysis. There were agendas with ELD professional development and
scheduled data chats for EL teachers and the Title III Coach.
Summary. The survey revealed that 62% of teachers have a mentor, which is below the
80% criterion. Three of four interviewed participants (75%) stated the Title III Coach was their
mentor, which met the 75% criterion. The document analysis evidence suggested teachers have
a mentor. Therefore, all three instrument findings revealed an asset in resources from the
organization.
Influence 4. Stakeholder needs appropriate professional development and training
to teach ELs. As noted above, if 80% or more of the teachers stated their school provides
appropriate professional development, then this influence is an asset, and less than 80% is a gap.
Similarly, if during the interviews, 75% or more of the teachers stated their school provides
appropriate professional development, then this influence is an asset, and less than 75% is a gap.
Survey results. As shown in Table 39, items consisted of forced answer choices for
organizational culture and resources with options such as strongly disagree, disagree, agree, and
strongly agree; 93% of teachers agreed that their school provided appropriate professional
development for teaching ELs, which is above the 80% criterion. The survey data suggested an
asset as this evidence shows the organization provided appropriate professional development for
teaching ELs.
Interview findings. Three of four interviewed participants (75%) stated there was EL
professional development training at the school site, which met the 75% criterion. Teacher A
stated, “I took an ELD class that was required to get my credential and several PDs, and here at
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 128
the school.” Teacher B agreed and stated, “I’ve gone to ELD trainings throughout the summer,
PD for EL, and I went online to take a training.” Teacher D stated, “There are monthly meetings
that are not mandatory, but provided.” The teacher who did not state their EL training came
from the school’s professional development was Teacher C. The interview data suggested an
asset in teachers getting EL professional development for teaching ELs.
Table 39
Survey Results for Resources Organization for Providing Appropriate Professional Development
#
Table 39 Survey Item 35
Resources Organization Item
%
Count
My school provides appropriate professional development for
teaching ELs.
1. Strongly disagree
2. Disagree 7.69 1
3. Agree 84.62 11
4. Strongly agree 7.69 1
Total 100 13
Observation. There were no observational data for analysis.
Document analysis. There was an agenda with professional development for EL
teachers listed on it.
Summary. The survey revealed that 85% of teachers agreed that their school provided
appropriate professional development to teach ELs, which is above the 80% criterion. Three of
four interviewed participants (75%) stated that their school provides appropriate professional
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 129
development to teach ELs, which met the 75% criterion. The findings revealed an asset in
resources from the organization.
Influence 5. Stakeholder needs follow-up training and support to ensure proper
implementation occurs. As noted above, if 80% or more of the teachers stated their school
provides follow-up training and support, then this influence is an asset, and less than 80% is a
gap. Similarly, if during the interviews, 75% or more of the teachers stated their school provides
follow-up training and support, then this influence is an asset, and less than 75% is a gap.
Survey results. As shown in Table 40, survey items consisted of forced answer choices
for organizational culture and resources with options such as strongly disagree, disagree, agree,
and strongly agree; 77% of teachers agreed that their school provided follow-up support to
reinforce any EL training teachers receive, which is below the 80% criterion. The survey data
suggested a gap as this evidence showed that teachers still need the organization to provide
follow-up support to reinforce any EL training teachers receive.
Table 40
Survey Results for Resources Organization for Follow-Up Support
#
Table 40 Survey Item 36
Resources Organization Item
%
Count
I receive follow-up support from my school to reinforce any
EL training I receive.
1. Strongly disagree
2. Disagree 23.08 3
3. Agree 69.23 9
4. Strongly agree 7.69 1
Total 100 13
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 130
Interview findings. Three of four interviewed participants (75%) stated that the Title III
Coach provided follow-up support, which met the 75% criterion. Teacher A stated, “Title III
Coach and one-on-one conferences.” Teacher B agreed and stated, “Title III Coach comes to see
how you’re implementing or help you implement.” Teacher D also agreed and stated, “The Title
III Coach follows up with the teachers based on the evaluation and checks in with teachers.”
Teacher C disagreed and stated, “I’m not sure that I know that there is a follow-up at the school
site.” The interview data suggested an asset as this evidence showed the teachers’ school
provided follow-ups to support their teaching ELs.
Observation. There were no observational data used for analysis.
Document analysis. There was evidence of data chats with the Title III Coach which
reinforces any EL training teachers received.
Summary. The survey revealed that 77% of teachers felt they were provided with
follow-up support, which is below the 80% criterion. Three of four interviewed participants
(75%) felt they received follow-up support. Thus, there is a conflict in the findings. However,
since the interview and document analysis data of the key stakeholders outweighed the survey
data, there is an asset in resources from the organization.
Policies, Processes, and Procedures
Influence 1. Stakeholder needs to feel that organization’s policies align with ELD
standards and expected level of instruction to support their instruction. As noted above, if
80% or more of the teachers stated their school’s policies align with ELD standards and expected
level of instruction to support their instruction, then this influence is an asset, and less than 80%
is a gap. Similarly, if during the interviews, 75% or more of the teachers stated their school’s
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 131
policies align with ELD standards and expected level of instruction to support their instruction,
then this influence is an asset, and less than 75% is a gap.
Survey results. As shown in Table 41, items consisted of forced answer choices for
organizational culture and resources with options such as strongly disagree, disagree, agree, and
strongly agree; 92% of teachers agreed that the organization does not align their policies with
ELD standards and expected level of instruction to support their instruction, which is above the
80% criterion. The survey data suggested a gap as this evidence shows that teachers felt that the
organization does not align their policies with ELD standards and expected level of instruction to
support their instruction.
Table 41
Survey Results for Policies, Processes, & Procedures Organization of Alignment of Policies with
Expected Level of Instruction
#
Table 41 Survey Item 38
Policies, Processes, & Procedures Organization Item
%
Count
The district’s policies align with the ELD standards and
expected level of instruction.
1. Strongly disagree
2. Disagree 30.77 4
3. Agree 53.85 7
4. Strongly agree 15.38 2
Total 100 13
Interview findings. All four teachers (100%) stated that the school’s policies aligned
with the ELD standards; however, one participant questioned the placement of ELD students,
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 132
which is above the 75% criterion. Teacher A stated, “I mean they have to. They have an ELD
team. I don’t agree with the way kids are placed. The likelihood with full ELD class with a low
class, it’s not fair for the teachers.” Teacher B disagreed and stated, “Yes, because the book was
aligned to the new ELD standards. Our school goes with the district policy.” Teacher C agreed
and stated, “The policies directly correlate with the standards. It’s their direct program. They
have used research and they have typed the lessons and programs to their standards.” Teacher D
agreed and stated, “Tied hand to hand.” The interview data suggested an asset in the district’s
policies aligning with ELD standards and expected level of instruction.
Observation. There were no observational data for analysis.
Document analysis. There was no document for analysis.
Summary. The survey revealed 92% of teachers agreed that the school’s policies align
with the ELD standards and expected level of instruction, which is above the 80% criterion. All
four interviewed participants (100%) stated that the school’s policies align with the ELD
standards and expected level of instruction, which is above the 75% criterion. The findings
revealed an asset in policies, process, and procedures from the organization.
Influence 2. Teachers need to feel that testing policies allow for them to teach in all
areas outside of the testing subjects. As noted above, if 80% or more of the teachers stated
their school’s testing policies allow them to teach in all areas outside of the testing subjects, then
this influence is an asset, and less than 80% is a gap. Similarly, if during the interviews, 75% or
more of the teachers stated their school’s testing policies allow them to teach in all areas outside
of the testing subjects, then this influence is an asset, and less than 75% is a gap.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 133
Survey results. As shown in Table 42, items consisted of forced answer choices for
organizational culture and resources with options such as strongly disagree, disagree, agree, and
strongly agree; 46% of teachers agreed that testing policies allowed them to teach in all areas
outside of testing, which is less than the 80% criterion. The survey data suggested a gap as this
evidence showed that teachers feel that their school’s testing policies do not allow them to teach
in all areas outside of testing.
Table 42
Survey Results for Policies, Processes, & Procedures Organization of Alignment of Policies with
Expected Level of Instruction
#
Table 42 Survey Item 39
Policies, Processes, & Procedures Organization Item
%
Count
Testing policies allow for me to teach in all areas outside of
the testing subjects.
1. Strongly disagree
2. Disagree 53.85 7
3. Agree 46.15 6
4. Strongly agree
Total 100 13
Interview findings. None of interviewed participants (0%) stated that policies allowed
for teaching in all areas outside of testing subjects, which is below the 75% criterion. Teacher A
stated, “IAB helps because it gives kids a sneak preview of what to expect for the SBAC. Over
testing is bad. Dibels, writing, science . . . so it takes away from the quality of instruction.”
When asked to give an example of a school procedure that got in the way of their instruction,
Teacher B stated, “Assessments, I mean the frequency of assessments.” The interview data
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 134
suggested a gap in the school’s testing policies not allowing teachers to teach in all areas outside
of testing.
Observation. There were no observational data for analysis.
Document analysis. There was no document for analysis.
Summary. The survey revealed that 46% of teachers agreed that the school’s testing
policies did not allow them to teach in areas outside of testing, which is below the 80% criterion.
None of interviewed participants (0%) stated that the school’s testing policies allowed them to
teach in areas outside of testing, which is below the 75% criterion. Teachers stated that testing
takes too much time and takes away from instruction. Therefore, both instrument findings
revealed a gap in policies, process, and procedures from the organization.
Influence 3. Teachers feel that the school procedures support their instruction. As
noted above, if 80% or more of the teachers stated their school’s procedures support their
instruction, then this influence is an asset, and less than 80% is a gap. Similarly, if during the
interviews, 75% or more of the teachers stated their school’s procedures support their instruction,
then this influence is an asset, and less than 75% is a gap.
Survey results. As shown in Table 43, items consisted of forced answer choices for
organizational culture and resources with options such as strongly disagree, disagree, agree, and
strongly agree; 92% of teachers agreed, which is above the 80% criterion. The survey data
suggested an asset as this evidence showed that teachers’ administration team supports teacher
efforts in teaching ELs.
Interview findings. The interview data from previous items provided much evidence of
professional development meetings, data chats, and a Title III Coach. Three of four interviewed
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 135
participants (75%) stated that their administration support their teaching, which met the 75%
criterion. Teacher B stated, “PLCs, but we collaborate with our grade-level chairs and discuss
what’s working and not working with our grade level.” Teacher C agreed and stated, “Teaching
ELD explicitly during protected ELD time for 45-60 minutes daily.” Teacher D agreed and
stated, “The ELLP Academies definitely helps students to target specific reading skill needs or
phonics needs to gain access to English and reading fluency which also helps with Dibels and
reclassification.” Teacher A disagreed when discussing all of the assessments the school has the
students take and stated, “Take so many of them. Over testing is bad. Dibels, writing, and
science, so it takes away from quality of instruction.” The interview data suggested an asset in
the school procedures supporting teacher instruction.
Table 43
Survey Results for Policies, Processes, and Procedures Organization Item for the Administration
Supporting EL Teacher Efforts
#
Table 43 Survey Item 37
Policies, Processes, & Procedures Organization Item
%
Count
The administration team at my school supports my efforts in
teaching ELs.
1. Strongly disagree
2. Disagree 8.33 1
3. Agree 66.67 8
4. Strongly agree 25 3
Total 100 12
Observation. There were no observational data for analysis.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 136
Document analysis. There were agendas with professional developments, data chats, and
grade-level meetings.
Summary. The survey revealed that 92% of teachers agreed that their school procedures
support their instruction, which is above the 80% criterion. Three of four interviewed
participants (75%) stated that the school procedures support teachers, which met the 75%
criterion. Although there is a lot of testing pressure from the district, the document analysis
showed evidence of the school supporting teachers through professional development, data chats,
and a small portion of the sample who disagreed, every teacher should feel supported.
Therefore, the findings from all three instruments revealed an asset in policies, process, and
procedures from the organization.
Culture
Influence 1. Stakeholder needs to feel their organization that values, rewards, and
recognizes teachers who are moving towards culturally responsive pedagogy and
community goals are well received. As noted above, if 80% or more of the teachers stated their
school values, rewards, and recognizes teachers who are moving towards culturally responsive
pedagogy, then this influence is an asset, and less than 80% is a gap. Similarly, if during the
interviews, 75% or more of the teachers stated their school values, rewards, and recognizes
teachers who are moving towards culturally responsive pedagogy, then this influence is an asset,
and less than 75% is a gap.
Survey results. As shown in Table 44, items consisted of forced answer choices for
organizational culture and resources with options such as, strongly disagree, disagree, agree, and
strongly agree; 67% of teachers agreed that the school values, rewards, and recognizes teachers
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 137
who apply culturally responsive pedagogy, which is below the 80% criterion. The survey data
suggested a gap as this evidence showed that the organization still needs to value, reward, and
recognize teachers who apply culturally responsive pedagogy.
Table 44
Survey Results for Culture Organization of Teachers Using Culturally Responsive Pedagogy
#
Table 44 Survey Item 40
Culture Organization Item
%
Count
My school values, rewards, and recognizes teachers who
apply culturally responsive pedagogy.
1. Strongly disagree
2. Disagree 23.08 3
3. Agree 61.54 8
4. Strongly agree 15.38 2
Total 100 13
Interview findings. Three of four interviewed participants (75%) thought the MELD
teacher was responsible for representing the school and showing value and rewarding/
recognizing teachers who apply culturally responsive pedagogy, which met the 75% criterion.
Teacher A, B, and C mentioned MELD and the teacher representative. Teachers did not know
they were supported to use culturally responsive pedagogy all the time. Teacher D was the
participant who did not relate culturally responsive pedagogy as a MELD area and stated,
“Teachers are recognized and validated, praised, and encouraged.” Although 75% of teachers
felt the school provided praise for using culturally responsive pedagogy, their opinion was based
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 138
on lack of knowledge. The interview data suggested a gap in the organization showing teachers
that they value, reward, and recognize those who apply culturally responsive pedagogy.
Observation. There were no observational data for analysis.
Document analysis. There was no document for analysis.
Summary. The survey revealed that 67% of teachers agreed that their school showed
teachers value, rewarded, and recognized those who apply culturally responsive pedagogy, which
is below the 80% criterion. Although three of four interviewed participants (75%) stated that
their school showed teachers that they value, reward, and recognize those who apply culturally
responsive pedagogy, which met the 75% criterion, there was one teacher in the interview who
knew that teachers get valued aside from MELD, which is not sufficient evidence to represent all
EL teachers. Thus, there is a conflict in the findings. However, since the interview data of the
key stakeholders showed a discrepancy of teachers’ knowledge of the school rewarding and
recognizing teachers’ culturally responsive pedagogy, it revealed a gap in organizational culture.
Recognition
Influence 1. Stakeholders need to feel valued in the schools recognition of their
efforts to improve student achievement. As noted above, if 80% or more of the teachers stated
their school recognizes their efforts to improve student achievement, then this influence is an
asset, and less than 80% is a gap. Similarly, if during the interviews, 75% or more of the
teachers stated their school recognizes their efforts to improve student achievement, then this
influence is an asset, and less than 75% is a gap.
Survey results. As shown in Table 45, items consisted of forced answer choices for
organizational culture and resources with options such as, strongly disagree, disagree, agree, and
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 139
strongly agree; 100% of teachers agreed to some degree that their school values their efforts,
which is above the 80% criterion. The survey data suggested an asset in the school recognizing
teachers’ efforts in improving student achievement.
Table 45
Survey Results for Recognition Organization of Teacher Efforts to Improve Student
Achievement
#
Table 45 Survey Item 41
Recognition Organization Item
%
Count
My school values my efforts to improve student achievement.
1. Strongly disagree
2. Disagree
3. Agree 84.62 11
4. Strongly agree 15.38 2
Total 100 13
Interview findings. Half of the participants (50%) stated their school showed them
recognition, which is lower than the 75% criterion. Of the two teachers, neither of them showed
evidence of the school showing recognition, but rather an individual teacher who showed
recognition. Teacher B stated, “When they (the teacher and the Intervention Coach) put little
incentives in our box.” Teacher D stated, “Today, two teachers thanked me for testing their
kids.” Teacher A disagreed and stated, “I don’t think the school.” Teacher C agreed and stated,
“I don’t know how they show their appreciation.” The interview data suggested a gap in the
school showing value of teachers’ efforts to improve student achievement.
Observation. There were no observational data for analysis.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 140
Document analysis. There was no document for analysis.
Summary. The survey revealed that all survey participants (100%) agreed that the school
recognized teachers for their efforts in teaching ELs, which is above the 80% criterion.
Although for two of four of the interviewed participants (50%), which is lower than the 75%
criterion, the recognition evidence was from an individual teacher, not the school. Thus, there is
a conflict in the findings. However, since the interview data of the key stakeholders showed a
discrepancy in knowledge of the school showing recognition, it outweighed the survey data, and
revealed a gap in organizational recognition.
Summary of Validated Influences
Knowledge
Gaps in three of the four assumed knowledge influences were validated through needs
assessment, observations, interviews, and document analysis. Table 46 presents an overview of
the results of the assessment of each assumed knowledge influence. Recommendations to
improve each validated cause will be discussed in Chapter Five.
Table 46
Summary of Assumed Knowledge Influences Gaps
Summary of Assumed Knowledge Influences Gaps Asset or Gap
Declarative Factual Gap
Declarative Conceptual Gap
Procedural Gap
Metacognitive Asset
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 141
Motivation
Gaps in four of the seven assumed motivation influences were validated through surveys,
observations, interviews, and document analysis. Table 47 presents an overview of the results of
the assessment of each assumed motivation influences. Recommendations to improve each
validated cause will be discussed in Chapter Five.
Table 47
Summary of Assumed Motivation Influences Gaps Validation
Assumed Motivation Influences Asset or Gap
Value Gap
Self-Efficacy Asset
Mood Gap
Attribution Gap
Goal Orientation Asset
Expectancy Value Asset
Intrinsic Motivation Asset
Organization
Gaps in three of the four assumed organizational culture influences were gaps through
surveys, observations, interviews, and document analysis. Table 47 presents an overview of the
results of the assessment of each assumed motivation influences. Recommendations to improve
each validated cause will be discussed in Chapter Five.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 142
Table 48
Summary of Assumed Organizational Culture Influences Gap Validation
Assumed Organizational Culture Influences Asset or Gap
Resources Asset
Policies, Processes, and Procedures Gap
Culture Gap
Recognition Gap
Chapter Five includes a discussion of proposed solutions and recommendations for each
validated influence. Each recommendation will utilize evidence-based solutions and
recommendations identified through current academic literature. Proposed recommendations
will be shared with Calvin Elementary and the school district.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 143
CHAPTER FIVE: RECOMMENDATIONS AND EVALUATION
This study aimed to contribute to the understanding of the general problem of practice for
English Learner teachers. The study attempted to investigate the knowledge, motivation, and
organizational factors that hinder teachers from meeting their performance goal with English
Learners (ELs). The researcher found solutions to help close the gaps by providing
recommendations and data for further evaluation of EL teachers’ instructional practices and
pedagogical methods. Through the use of surveys, observations, interviews, and document
analysis, the researcher provided evidence of what teachers perceive and do as aligned with their
effectiveness to teach ELs. This information may also inform the promotion of effective
practices, instructional designs, and professional developments.
This study examined the knowledge, motivation, and organizational barriers to third-
grade EL teachers’ ability to raise ELs’ reading proficiency. The purpose of these research
questions was to identify the challenges and barriers present for EL teachers when supporting
ELs in their classroom and raising student achievement, specifically in English Language Arts.
The questions that guided this gap analysis are the following:
1. What are the knowledge, motivation, and organizational influences that impact how
English Learner third grade-level teachers raise reading proficiency in ELs?
2. What are the knowledge, motivation, and organizational recommendations for third-grade
English Learner teachers?
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 144
Recommendations to Address Influences
Assessment items for each of the assumed causes of knowledge, motivation, and
organizational culture were created and validated or not validated in Chapter Four. Knowledge
items were labeled as declarative, conceptual, procedural, and metacognitive knowledge
subcategories. Motivation items were labeled as value, self-efficacy, mood, attribution, goal
orientation, expectancy value, and intrinsic motivation subcategories. Organizational items were
labeled as resources, policies, processes and procedures, culture, and recognition subcategories.
These data were used to better understand the knowledge, motivation, and organizational assets
and challenges EL teachers encounter teaching EL students at Calvin Elementary and raising
students’ academic achievement.
Knowledge Recommendations
Introduction. The data collection for this study was divided into categories of
knowledge: declarative factual, declarative conceptual, procedural, and metacognitive (Anderson
& Krathwohl, 2001). These data showed an asset in metacognitive knowledge for teachers at
Calvin Elementary School, so it is not included in this chapter. However, the results revealed
gaps in declarative factual, declarative conceptual, and procedural knowledge. Clark and Estes’
(2008) gap analysis framework was used to reveal gaps and create solution based on the
literature that showed the most significant impact in closing those gaps to create assets. Using
Sinclair’s (2015) suggested ranking system, the influences that revealed gaps were examined by
the percentage of stakeholders affected, the feasibility of the goal, and the impact the goal would
have in achieving the stakeholder and/or organizational goal.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 145
Knowledge influences ranking. Of the five gaps in knowledge, three were declarative
factual knowledge, one was declarative conceptual knowledge, and one was procedural
knowledge. All five gaps were considered high priorities and they all highly related to teachers
achieving their goal to raise students’ academic achievement and proficiency. The survey data
showed 36% of 14 teachers knew the school’s mission, affecting 54% of teachers, with a very
feasible goal to address that has a high impact on achieving the organization’s goal. The survey
data showed 85% of 14 teachers knew the district’s proficiency goal, affecting 15% of teachers,
with a very feasible goal to address that has a high impact on achieving the organization’s goal.
The survey data showed 54% of 14 teachers knew what baseline data was, affecting 46% of
teachers, with a very feasible goal to address that has a high impact on achieving the
organization’s goal. All teachers need to know the declarative factual knowledge influences that
include the district’s proficiency goal, the school’s mission, and baseline data to achieve their
goal of raising students’ academic achievement and proficiency.
Once teachers learn the declarative factual knowledge influences, they can apply their
knowledge to include the conceptual knowledge of the relationship between the ELA and ELD
standards and student achievement. The survey data showed 71% of 14 teachers knew the
relationship between ELA/ELD standards and achievement, affecting 29% of teachers, with a
very feasible goal to address that has a high impact on achieving the organization’s goal. When
teachers have their declarative factual and conceptual knowledge, they can apply it to procedural
knowledge and use it in their practice.
The survey showed 71% of 14 teachers knew how to integrate ELD standards across
domains, affecting 29% of teachers, with a somewhat feasible goal to address that has a high
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 146
impact on achieving the organization’s goal. All five of these knowledge influences are a high
priority for teachers raising academic achievement and proficiency in ELs (Clark & Estes, 2008).
Table 49 lists the revealed gaps in knowledge influences from Chapter Four, their priority
level, theoretical learning principles, and the recommendations based on the cited principles.
Following the Table, a detailed discussion for each high priority cause, recommendation, and
supporting literature for the recommendation is provided.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 147
Table 49
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence
Priority
High
Low
Principle and Citation Context-Specific
Recommendation
Factual
Teachers do not know the
district’s proficiency
goal.
High Information learned
meaningfully and
connected with prior
knowledge is stored
more quickly and
remembered more
accurately because it is
elaborated with prior
learning (McCrudden
& Schraw, 2007).
Share the district’s goal
during a faculty meeting.
Relate goal to the
school’s mission.
Teachers do not know the
school’s mission.
High Information learned
meaningfully and
connected with prior
knowledge is stored
more quickly and
remembered more
accurately because it is
elaborated with prior
learning (McCrudden
& Schraw, 2007).
Collaborate with teachers
to create the mission and
show videos or other
schools who share their
testimonials of their
school’s mission and
accomplishments they
have made thus far.
Faculty share what the
mission means to them.
Teachers do not know
baseline data of the
reading and
comprehension levels of
ELs in their class.
High Information learned
meaningfully and
connected with prior
knowledge is stored
more quickly and
remembered more
accurately because it is
elaborated with prior
learning (McCrudden
& Schraw, 2007).
Provide training on how
to understand and use
data dashboards.
Have teachers share out
their findings and
collaboratively ask depth
of knowledge questions
about the data.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 148
Table 49 (Cont’d.)
Assumed Knowledge
Influence
Priority
High
Low
Principle and Citation Context-Specific
Recommendation
Conceptual
Stakeholders do not know
the importance of the
relationship between
ELA and ELD standards
and achievement.
High Conceptual knowledge
allows the individual to
use the
interrelationship of
their foundational
knowledge (Krathwohl,
2002).
Facilitating transfer
promotes learning
(Mayer, 2011).
Share articles during
faculty meetings that
show how students who
master the standards
achieve academic
success.
Have teachers share the
relationship between the
standards they know and
their relationship with
academic achievement.
Procedural
Stakeholders do not know
how to integrate ELD
standards across domains.
High To develop mastery,
individuals must
acquire component
skills, practice
integrating them, and
know when to apply
what they have learned
(McCrudden &
Schraw, 2007).
Learning is highly
dependent on “goal-
directed practice” and
“targeted feedback”
(Ambrose et al., 2010).
Job aids are used to
provide self-help
information to
individuals who need
“how to” information
without guided practice
(Clark & Estes, 2008).
Title III Coach and other
EL teachers who
demonstrate strength in
integrating ELD
standards across
domains.
Create a job aid for
teachers to use and have
teachers work in groups
to collaboratively create
grade level ELD lessons
that integrate standards
across domains.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 149
Declarative knowledge solutions. Declarative factual knowledge is the foundation of
which everything is built from, the basic elements teachers must know and apply (Anderson &
Krathwohl, 2001). McCrudden and Schraw (2007) made an important point about individuals
accessing their prior knowledge to be able to elaborate, master skills, and apply what they have
learned. The declarative factual knowledge influences that teachers need to know include
district’s proficiency goal, the school’s mission, and baseline data.
Relevance and connection. A recommendation for the gap in declarative factual
knowledge of teachers not knowing the district’s proficiency goal or school’s mission is for the
school to share the district’s goal and school’s mission. According to Williams et al. (2007),
another recommendation would be to connect goals, which means that the administration would
need to relate the stakeholder and district goals with the school’s mission to build their factual
knowledge. This would help teachers organize their knowledge and have a greater
understanding to make meaning and connections (McCrudden & Schraw, 2007).
McCrudden and Schraw’s (2007) principle of social cognitive theory can help teachers
build their declarative factual knowledge by having them collaborate to create the school’s
mission, and show videos of other teachers sharing their testimonials of their school’s mission
and accomplishments they have made thus far as a collective agency. Another recommendation
is for the principal, administration, and teachers to share out what the mission means to them to
help them make more meaning and find relevance in the activity.
Modeling and visuals. A recommendation for teachers to identify their students’
baseline data, is to help them master reading data dashboards and categorizing data to later apply
this knowledge into their practice (McCrudden & Schraw, 2007). Another recommendation is to
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 150
have teachers share out their findings and collaboratively ask depth-of-knowledge questions
about the data in a group setting.
The theoretical perspective of connecting ideas, using models, and including individuals
with the process is based from Marzano el al.’s (2005) findings from over 100 research studies,
that professional development increases student achievement. Using research-based strategies
and the recommendations listed above and in Table 50 will help close the declarative knowledge
influences gaps of teachers, build assets, and help them in achieving their goal of raising student
proficiency.
Conceptual knowledge solutions. According to Anderson and Krathwohl (2001),
conceptual knowledge includes the interrelationships among the declarative knowledge elements
within a larger structure that enables them to function together. When teachers have the
conceptual knowledge, and understand the relationship between the standards teachers address
during their instruction and student achievement, they can rationale its purpose, and apply it to
their instruction. This suggests that teachers need to make meaning of why they teach standards,
which is to raise student proficiency and overall academic achievement.
Mayer (2011) suggested that facilitating transfer promotes learning. Another
recommendation for this gap in declarative conceptual knowledge the influence that facilitates
transfer is for the administration to share articles during faculty meetings that show students who
master the standards, achieve academic success. These videos will help teachers connect the
transfer of declarative knowledge to conceptual knowledge.
Klein and Riordan’s (2009) qualitative study illustrated that the vast majority of teachers
did not implement new pedagogical strategies without receiving both the consistent support to
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 151
understand how to implement them into their practice and a method to measure the effectiveness
of the new strategies. Looking at these data, teachers’ knowledge and skills should be aligned
with the behaviors research stated will improve performance. Teachers will use the videos as a
resource of what they need to know to achieve their goal.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 152
Table 50
Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence
Priority
High
Low
Principle and Citation
Context-Specific
Recommendation
Value
Teachers do not value
completing an agenda
recording details of Title
III coach and grade-level
meetings where EL
challenges and student
progress in English are
discussed.
Low Learning and
motivation are
enhanced if the
learner values the task
(Eccles, 2006).
Not a priority.
Mood
Stakeholders do not feel
positive about using
appropriate EL
instruction across
domains to impact
student achievement.
High Rationales that
include a discussion
of the importance and
utility value of the
work or learning can
help learners develop
positive values
(Eccles, 2006;
Pintrich, 2003).
Title III Coach and other
EL teachers who
demonstrate confidence
about integrating ELD
standards across domains
will create a job aid and
share their experiences
during ELD and grade-
level meetings.
Professional Learning
Committees (PLCs) and
grade-level meetings will
be used to empower .
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 153
Table 50 (Cont’d.)
Assumed Motivation
Influence
Priority
High
Low
Principle and Citation
Context-Specific
Recommendation
teachers and provide
positive feedback.
Teachers do not feel
positive when using
Dibels.
Low Feedback as well as
actual success on
challenging tasks
positively influences
people’s perceptions
of competence
(Borgogni, Dello
Russo, & Latham,
2011).
Not a priority.
Teachers do not feel
positive when creating
lessons and monitoring
EL progress.
High Positive emotional
environments support
motivation (Clark &
Estes, 2008).
Title III Coach will
create a job aide for
creating lesson plans for
ELD.
Teachers will collaborate
to create lesson plans in a
small group setting.
Attribution
Teachers do not attribute
low reading proficiency
to EL’s previous
teachers’ inadequacies
and not their own.
High Learning and
motivation are
enhanced when
individuals attribute
success or failures to
effort rather than
ability (Anderman &
Anderman, 2009).
Provide feedback that
stresses the process of
learning, including the
importance of effort,
Time will be set aside to
have open dialogue about
teachers’ success and
failures in raising student
achievement, despite
external forces.
Administration will build
an environment of trust
for teachers to support
one another as they
share.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 154
Table 50 (Cont’d.)
Assumed Motivation
Influence
Priority
High
Low
Principle and Citation
Context-Specific
Recommendation
strategies, and
potential self-control
of learning
(Anderman &
Anderman, 2009).
Teachers attribute low
reading proficiency to
lack of time and not
inadequacies of their
own.
Low Learning and
motivation are
enhanced when
individuals attribute
success or failures to
effort rather than
ability (Anderman &
Anderman, 2009).
Not a priority.
Teachers attribute low
reading proficiency to
lack of support and not
inadequacies of their
own.
Low Learning and
motivation are
enhanced when
individuals attribute
success or failures to
effort rather than
ability (Anderman &
Anderman, 2009).
Not a priority.
Teachers attribute low
reading proficiency to
lack of teacher and
student resources and not
inadequacies of their
own.
Low Learning and
motivation are
enhanced when
individuals attribute
success or failures to
effort rather than
ability (Anderman &
Anderman, 2009).
Not a priority.
Procedural knowledge solutions. Procedural knowledge is the method in which
something is done (Anderson & Krathwohl, 2001). Teachers need to have the procedural
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 155
knowledge of integrating ELD standards across domains. McCrudden and Schraw (2007)
discussed how individuals organize their knowledge which influences how they learn and apply
what they know. Teachers with procedural knowledge can determine when to apply a strategy or
criteria for student learning outcomes.
Job aid. A recommendation for the gap in procedural knowledge influences is for the
Title III Coach and other EL teachers who demonstrate strength in integrating ELD standards
across domains, create a job aid for teachers to use. Another recommendation is for teachers to
work in groups to collaboratively create ELD lessons that integrate standards across domains,
with their grade level. When teachers can organize their knowledge of standards and create
lesson plans, they can apply their knowledge by integrating the standards (McCrudden &
Schraw, 2007).
Mislevy and Durán (2014) suggested for stakeholders to integrate standards across
domains to reinforce language skills and provide students with enough exposure through the
school day. Activities that combine skills offer a deeper understanding. This shows that
learning is highly dependent on “goal-directed practice” and “targeted feedback” (Ambrose et
al., 2010). Clark and Estes (2008) discussed how job aids are used to provide self-help
information to individuals who need “how to” information without guided practice. This means
that teachers can follow the guidance of the job aid without always needing face-to-face support.
Motivation Recommendations
Introduction. By eliminating the lack of motivation from the stakeholders and replacing
it with positive support, the effort needed to achieve the goal is more tangible (Clark & Estes,
2008). Motivation is what drives movement and builds capacity within an organization. Using
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 156
research-based motivational strategies eliminates barriers to increase work motivation. Teachers
have made the active choice to become teachers, they need the persistence to provide access to
the curriculum to all students which may take some mental effort to learn new research-based
instructional strategies, find value, and feel positive in what their choices and actions are.
The data revealed the gaps in value, mood, and attribution motivation types. Of the eight
gaps in motivation, one was in value motivation, three were in mood motivation, and four were
in attribution motivation. Of the eight gaps, three were considered high priority after ranking the
influences by percentage of stakeholders affected, the feasibility of the goal, and the impact the
goal will have on achieving the stakeholder’s and/or organization’s goal (Sinclair, 2015). Two
of the mood motivation gaps were considered high priority.
Motivation influences ranking. The low priority value influence was considered low
priority because the survey showed 85% of teachers felt value in creating an agenda for EL
meetings, affecting 15% of teachers, with a somewhat feasible goal to address that has a low
impact on achieving the organization’s goal. One of the mood influences was considered a low
priority even though the survey showed 69% of teachers with a positive mood for using Dibels,
impacting 31% of teachers, because the goal had a difficult level of feasibility with a low impact
on achieving the goal. Teachers have to complete the Dibels assessment, and it is very time
consuming, but feeling positive does not change the outcome.
The two mood motivation influences were considered high priority because the survey
also showed 69% of teachers who had a positive mood for using appropriate ELD instruction
across domains, impacting 31% of teachers, with a somewhat feasible goal that has a high impact
on achieving the organization’s goal. The survey also showed that 62% of teachers had a
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 157
positive mood about creating lesson plans for ELD, impacting 38%, with a somewhat feasible
goal with a high impact on achieving the organization’s goal. Of the four gaps in attribution
motivation, one was considered high priority. The survey showed that 23% of teachers attributed
their students’ low performance to the inadequacies of their own, impacting 77% of teachers,
with a difficult level of feasibility that has a high impact, so they do not continue to attribute it to
lack of time, support, resources, or home environment. Table 50 listed the revealed gaps in
motivation influences from Chapter Four, their level of priority, theoretical principles, and the
recommendations based on the cited principles. A detailed discussion for each high priority
cause and recommendation and the literature supporting the recommendation follow.
Mood solutions. The gaps in mood motivation that are high priority are that teachers do
not feel positive about using appropriate EL instruction across domains to impact student
achievement nor do teachers not feel positive when creating lessons and monitoring EL progress.
Clark and Estes (2008) suggested for organizations to promote a positive environment that
supports motivation. Goals motivate teachers to work and direct them to achieve (Pintrich,
2003).
Job aid and professional development. A recommendation for the gap in mood
motivation for stakeholders not feeling positive about using appropriate EL instruction across
domains to impact student achievement is for Title III Coach and other EL teachers who
demonstrate confidence about integrating ELD standards across domains to create a job aid and
share their experiences during ELD and grade-level meetings. Another solution is to use
professional learning committees (PLCs) and grade-level meetings for empowering teachers and
providing positive feedback.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 158
Rationales that include a discussion of the importance and utility value of the work or
learning can help learners develop positive values (Eccles, 2006; Pintrich, 2003). This principle
helps teachers feel positive and the support from peers and administration in meetings help
promote the motivation to drive performance. According to Arens and Morin (2016), teachers
need to feel positive in order to be successful in completing their work. A recommendation is for
the Title III Coach to create a job aide for creating lesson plans for ELD. Another solution is for
teachers to collaborate and support each other when creating lesson plans in a small group
setting.
According to Elliot et al. (2017), achievement is not solely dependent on abilities, but the
interaction of developed abilities consisting of knowledge, skills, metacognition, and motivation.
Motivation for change may be difficult for many people, but it is necessary for achieving the
change. Studies showed that students perform better in school when they are able to engage
fully (Pitzer & Skinner, 2017). Building motivation will drive teachers to raise students’
proficiency.
Attribution solutions. The gap in attribution motivation that is high priority is that
teachers do not attribute low reading proficiency to EL’s previous teachers’ inadequacies and not
their own. If teachers do not feel accountable for their instruction and impact on student
learning, they will not attribute success to effort but to ability (Anderman & Anderman, 2009).
Anderman and Anderman (2009) also suggested that teachers have accurate and immediate
feedback to identify their skills and work on their weaknesses involving instruction. Teachers
need to be aware of their successes and failures for improvement. Pintrich (2003) suggested for
organizations to build capacity and autonomy for teachers within a community of learners.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 159
Communication. Based on Anderman and Anderman’s (2009) principles, motivation is
enhanced when successes or failures are attributed to effort rather than ability. The
recommendation includes the administration scheduling time for teachers to have open dialogue.
Teachers can discuss how they can be more accountable in raising student achievement, despite
external forces.
Another recommendation is for the administration to build an environment of trust and
support, for teachers to feel comfortable as they share and discuss the value of effort (Anderman
& Anderman, 2009). In building this capacity, administrators should allow for teachers to feel
comfortable taking risks and having open dialogue (Pintrich, 2003). Teachers need to be
supported throughout the program.
When teachers begin to attribute their students’ low performance to external issues due to
lack of time, support, or resources, they tend to lose their motivation (Ghanizadeh & Ghonsooly,
2014; Wang et al., 2015; Weiner, 2010). In other words, teachers who do not take responsibility
for their instruction, have a fixed mindset rather than a productive growth mindset (Dweck,
2010). Teachers need to attribute students’ low performance to their own inadequacies to grow
and improve as educators.
Organization Recommendations
Introduction. According to Clark and Estes (2008), when organizations increase
knowledge, motivation, and organizational assets, performance is improved. Goals may not be
achieved when stakeholder goals are not aligned with the organization’s goal (Clark & Estes,
2008). Three gaps in organization were found, and all were considered high priority after
ranking the influences by percentage of stakeholders affected, the feasibility of the goal, and the
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 160
impact the goal will have on achieving the stakeholder’s and/or organization’s goal (Sinclair,
2015). One gap was in policies, processes and procedures; one gap was in culture; and one gap
was in recognition of the organization.
Organization influences ranking. These gaps were considered high priority because the
survey showed a discrepancy between survey responses of 100% of teachers who agreed that
their school showed recognition for their efforts to improve student achievement and the
interview data of 50%, which was representative of 0%, impacts 100% of the interviewed
participants, with a very feasible goal, with a high impact on achieving the organization’s goal.
The survey also showed 67% of teachers who agreed that their school showed value and
recognition for using culturally responsive pedagogy, affecting 33% of teachers, with a very
feasible goal that has a high impact on achieving the organization’s goal. These three high
priority organization influences are essential in addressing to raise students’ academic
achievement and proficiency.
Table 51 lists the revealed gaps in organization influences from Chapter Four, their level
of priority, theoretical principles, and the recommendations based on the cited principles.
Following the table, a detailed discussion for each high priority cause and recommendation and
the literature supporting the recommendation is provided.
Policies, Processes, and Procedures solutions. The gap in resources that is high priority
is that teachers do not feel that testing policies allow for them to teach in all areas outside of the
tested subjects. Sirkin, Keenan, and Jackson (2005) suggested that organizational effectiveness
decreases if the workload increases more than 10% when adopting change. Effective
organizations ensure that organizational messages, rewards, and policies and procedures that
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 161
govern the work of the organization are aligned with or are supportive of organizational goals
and values (Clark & Estes, 2008).
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 162
Table 51
Summary of Organization Influences and Recommendations
Assumed Organization
Influence
Priority
High
Low
Principle and Citation
Context-Specific
Recommendation
Policies, Processes,
and Procedures
Teachers do not feel
that testing policies
allow for them to teach
in all areas outside of
the testing subjects.
High Organizational
effectiveness
decreases if the
workload increases
more than 10% when
adopting change
(Sirkin, Keenan, &
Jackson, 2005).
Effective organizations
ensure that
organizational
messages, rewards,
policies and procedures
that govern the work of
the organization are
aligned with or are
supportive of
organizational goals
and values (Clark &
Estes, 2008).
Collaboratively create a
calendar that schedules
testing so that
district/state compliance
is met and teachers have
time in between testing
dates to teach outside of
testing subjects.
Connect testing policies
with stakeholders’ goal
and school’s mission by
describing the use of
assessment data to drive
instruction, not take
over instruction, by
modeling ways to
balance instruction and
testing.
Culture
Stakeholders do not
feel their organization
values, rewards, and
recognizes teachers
who are moving
towards culturally
responsive pedagogy
and community goals
are well received.
High Effective organizations
ensure that
organizational
messages, rewards,
policies and procedures
that govern the work of
the organization are
aligned with or are
supportive of
organizational goals
Promote teacher
participation by giving
praise to teachers who
use culturally responsive
pedagogy in classrooms
and in the school and
connect their
achievements and
efforts to the school’s
mission.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 163
Table 51 (Cont’d.)
Assumed Organization
Influence
Priority
High
Low
Principle and Citation
Context-Specific
Recommendation
and values (Clark &
Estes, 2008).
Share student success
stories that resulted from
cultural responsiveness
and impacted the student
feeling part of the school
community.
Recognition
Stakeholders do not feel
valued by the school’s
recognition of their
efforts to improve student
achievement.
High Effective
organizations ensure
that organizational
messages, rewards,
and policies and
procedures that
govern the work of
the organization are
aligned with or are
supportive of
organizational goals
and values (Clark &
Estes, 2008).
Conduct staff meetings
and school assemblies to
recognize teacher
accomplishments.
Cultivate a culture of
encouragement and
positive feedback for
teacher participation.
Shared calendar. A recommendation for this gap in policies, processes, and procedures
from the organization is for the administration and teachers to collaboratively create a calendar
that schedules testing so that district/state compliance is met, and teachers have time in between
testing dates to teach outside of the tested subjects. This open forum creates unity between
administration, teachers, and the district. Although the workload cannot be decreased, it can be
organized and planned to maximize instruction to be more effective instead of feeling negative
and overwhelmed.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 164
Berliner (2011) stressed the issue when policies influence a teacher’s decision to focus on
teaching to the test and thus narrowing the curriculum that minimizes chances of student success.
Rueda and Stillman’s (2012) study demonstrated the negative impact of testing policies that limit
ELs’ access to instruction and services that research showed is beneficial to their academic
achievement. Teachers need to feel that the school’s testing policies allow them to teach in areas
outside of testing subjects.
Culture solutions. The gap in culture that is high priority is that teachers do not feel
their school values, rewards, and recognizes teachers who are moving towards culturally
responsive pedagogy and community goals that are well received. Effective organizations insure
that organizational messages, rewards, and policies and procedures that govern the work of the
organization are aligned with or are supportive of organizational goals and values (Clark &
Estes, 2008).
Praise. A recommendation for this gap in culture of the organization is for the
administration to promote teacher participation by giving praise to teachers who use culturally
responsive pedagogy in classrooms and in the school and connect their achievements and efforts
to the school’s mission. Another recommendation is for the administration to allow time for the
staff to share student success stories that resulted from cultural responsiveness and impacted the
student feeling part of the school community.
Teachers become more accountable when there is collective agency which includes the
presence of mentors and good role models from the administrative team, in addition to having
the necessary opportunities to share and build common beliefs (Day & Smethem, 2009). In
order for this open forum to occur, the administration will need to build trust and develop
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 165
relationships with teachers to create capacity and foster a cohesive working environment
(Odhiambo & Hii, 2012). When teachers have the support, they have increased opportunities for
success.
Recognition solutions. The gap in recognition that is high priority is that teachers do not
feel valued by the school’s recognition of their efforts to improve student achievement.
Effective organizations insure that organizational messages, rewards, and policies and
procedures that govern the work of the organization are aligned with or are supportive of
organizational goals and values (Clark & Estes, 2008).
Public recognition. A recommendation for this gap in recognition from the organization
is for the school to conduct staff meetings and monthly school assemblies to recognize teacher
accomplishments. Another recommendation is for the school to cultivate a culture of
encouragement and positive feedback for teacher participation. Just like students, teachers need
praise in a public format to keep the drive going.
The organization needs an administrative team that encourages and supports teachers to
help ensure they are teaching to the district’s standards and meeting the needs of the school’s
community and culture (Day & Smethem, 2009; Odhiambo & Hii, 2012). The need for
culturally responsive pedagogy is greater than an individual teacher’s implementation; its
importance expands into the cultural practices of the school setting (Rueda & Stillman, 2012).
Organizational culture and support using the mission provides a model of success for teachers to
follow and apply in their practice.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 166
Summary of Knowledge, Motivation, and Organization Recommendations
The proposed recommendations for declarative factual knowledge, conceptual
knowledge, and procedural knowledge are connected and addressed in faculty meetings and Title
III and peer meetings, using modeling and job aids. This allows teachers to find relevance in the
program, make their own meaning and connections from individual parts to the larger whole.
Teachers will use structured outlined job aids that provide some collaboration and autonomy for
creating integrated ELD lessons across domains for their students of different ability levels. This
is all aligned with their individual goal, the school’s mission, and district’s goal.
The knowledge influences are connected to motivation influences by having teachers
openly share and discuss how their successes and failures attribute to students’ low academic
performance. This accountability will help the administration in facilitating a model of thinking
from other successful schools using research that shows how others achieve their goals. Job aids
will be used to increase teachers’ positive mood about integrating the lesson plans they create in
a group setting with their mentor, peers, or individually.
All of these recommendations should be collectively implemented, as the school’s
administration has the task of creating the culture that supports, rewards, and recognizes teachers
who improve students’ academic achievement and use culturally responsive pedagogy. Success
stories during meetings will promote teachers’ increased knowledge and motivation to schedule
teaching in areas outside of testing dates in a shared calendar. Monthly assemblies will be used
to provide the recognition and motivation for teachers to use the research-based instructional
strategies to meet their goal in raising student proficiency and academic achievement. These
recommendations are to be implemented with a collective and individual agency.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 167
Integrated Implementation and Evaluation Plan
Organizational Purpose, Need, and Expectations
Calvin Elementary School’s mission is that they will foster a positive learning
environment in which students become literate, productive individuals that seize opportunities,
and become productive citizens in their community. Their short-term goal is that by May 2019,
Calvin Elementary’s third-grade ELs will increase their reading proficiency in ELA 5% from
2017-18 to 2018-19 on the SBAC. Teachers’ goal is that by May 2018, they will teach 100% of
the EL students 100% of the ELD content, designated or integrated, with 100% effective
pedagogical methods, integrating ELD and grade-level content standards as measured by
informal classroom walkthroughs.
This goal was created based on the low proficiency scores from ELs across grade levels
at Calvin Elementary School. The research showed that if students are not reading proficiently
by the end of third grade, they are four times more likely than their proficient reading peers to
drop out of high school (Hernandez, 2011). This goal also aligns with the school’s mission and
goal, and the district’s goal. To obtain higher student performance, students must show mastery
of their grade-level standards. Teachers have the greatest impact on students’ level of
performance which comes from their level of mastery through the implementation of research-
based instructional strategies. Thus, every goal is based on the quality of instruction teachers
provide students.
The recommendations suggested in this chapter are expected to close the knowledge,
motivation, and organization gaps, thus, creating assets in KMO. If the program is implemented
as suggested, teachers will have the support and motivation necessary to learn and apply their
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 168
knowledge into their practice. Teachers’ accountability and progress would be monitored
throughout and delivered with immediate feedback to keep all stakeholders on track. Kirkpatrick
and Kirkpatrick’s (2016) New World Kirkpatrick Model would ensure the programs’ success as
each level of the program is evaluated.
This study answered the first research question by revealing the gaps in knowledge,
motivation, and organizational influences that impact how English Learner third-grade teachers
raise reading proficiency in ELs in Table 47, 48, and 49 in Chapter Four. Chapter Five included
a prioritization of those revealed gaps of knowledge, motivation, and organizational from
Chapter Four, using Sinclair’s (2015) suggested ranking system. The second research question is
addressed through the list and explanation of research-based recommendations made for each of
the high priority gaps of KMO for third-grade English Learner teachers.
Implementation and Evaluation Framework
The Kirkpatrick’s (1954) historical model began the implementation program from Level
1, 2, 3, and 4, while The New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016)
suggested that the implementation program begin by planning from Level 4 to 3 to 2 to 1, then
executing the plan by starting at Level 1 to 2 to 3 to 4. This new model allows the
implementation program to be focused on the desired outcomes and solutions that are more
aligned with the goals. To achieve the organization’s and stakeholder’s desired outcomes,
critical behaviors are necessary and must be measured from the participants’ application. For the
critical behaviors to be present, participant learning is required from the school through
professional development, meetings, resources, aligned policies, mentoring, and culture.
Teachers’ learning first requires value and buy-in. To obtain teachers buy-in, they need to be
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 169
included in the process and collaboratively create solutions through engagement during the
training. This backwards planning allows for progress monitoring, and evaluation of the
program to ensure its success in achieving the results.
Level 4: Results and Leading Indicators
Kirkpatrick and Kirkpatrick’s (2016) description of Level 4: Results refer to the
movement of leading indicators and desired outcomes to meet expectations. The degree to
which targeted outcomes occur as a result of the training, support, and accountability package.
The external leading indicators are the reduced pressure from the district and school with
testing, an increase in test scores for the district, and an increase in student enrollment. The
internal leading indicators are teachers knowing how to integrate ELD standards across domains
and the school’s culture showing value and recognition to teachers using culturally responsive
pedagogy and raising students’ academic success and reading proficiency. Table 52 shows the
outcome, metrics, and methods for external and internal outcomes.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 170
Table 52
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Decrease pressure from
School District and school
for testing.
Number of Testing Dates
School District Bulletins
Increase in testing scores. Number of increased test scores SBAC scores
CA Dashboard
More parents from the
community would enroll
in the school.
Number of enrollment forms School database
CA Dashboard
District and school website
Internal Outcomes
Increase all teachers’
knowledge of how to
integrate ELD across
domains.
Number of lessons that
incorporate ELD standards.
Random walkthroughs every
month
Increase school’s value
for teachers using
culturally responsive
pedagogy every day.
Number of school
assemblies/meetings recognition
and praise to teachers
Monthly assemblies or faculty
meetings
Increase school’s culture
to show value for teachers
instructing for students’
mastery, not solely
performance.
Number of student work
samples on the walls
Random walkthroughs every
month
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 171
Table 52 (Cont’d.)
Outcome Metric(s) Method(s)
Increased teacher
satisfaction
Number of positive responses on
surveys and meetings
Survey result comparisons from
the initial survey to the end of
the fall semester, (20th week)
Level 3: Behavior
Critical behaviors. Kirkpatrick and Kirkpatrick’s (2016) description of Level 3:
Behavior refers to the performance on the job meeting the requirements and expectations. The
required drivers need to provide quality performance, reinforcement of critical behaviors,
encouragement to perform the critical behaviors, and align these critical behaviors and
performance with rewards. It is the degree to which participants apply what they learned during
training when they are back on the job.
The critical behavior is that on a weekly basis, third-grade EL teachers must create lesson
plans that integrate ELD standards across domains. The second critical behavior is that teachers
must keep updated records of EL student progress in reading fluency and comprehension three
times a year. The third critical behavior is that teachers must complete an agenda, recording
details of the Title III coach and grade-level meetings where EL challenges and student progress
in English are discussed. The fourth critical behavior is that teachers implement effective
teaching practices for ELs. Table 53 shows the critical behaviors, metrics, methods, and timing
for evaluation.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 172
Table 53
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
1. On a weekly
basis, third-grade
EL teachers create
lesson plans that
integrate ELD
standards across
domains.
Number of teachers
lesson plans that have
ELD standards in
ELA, mathematics,
science, and social
studies.
The administration
collects weekly or
random lesson plans.
Every week
2. Teachers keep
updated records of
EL student progress
in reading fluency
and comprehension
three times a year.
Number of teachers
Dibels data recorded
for the beginning of
the year, middle of the
year, and end of the
year.
Dibels data is completed
online and viewed by
the Title III Coach and
administration.
Three times per
year
3. Teachers
complete an agenda,
recording details of
the Title III coach
and grade-level
meetings where EL
challenges and
student progress in
English are
discussed.
Teachers complete an
agenda with Title III
Coach, other ELD
teachers, and/or grade
level.
An agenda is submitted
to Title III Coach and/or
the principal.
Once per month
4. Teachers
implement effective
teaching practices
for ELs.
Teachers attend
professional
development and
apply it in the
classroom.
Title III Coach and/or
administration have
random walk-throughs
in EL teacher’s
classroom.
Every day
Required drivers. Kirkpatrick and Kirkpatrick’s (2016) description of a required driver
refers to the processes and systems that reinforce, monitor, encourage, and reward performance
of critical behaviors on the job. To ensure teachers do not fall through the cracks, schools must
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 173
win over, teach, and monitor the execution of teachers’ instructional practices. Creating a
culture of accountability empowers teachers.
Teachers will need the help of a mentor and the Title III Coach to help create job aides
and model how to integrate ELD lesson plans, and have a positive mood about using Dibels and
integrating ELD standards across domains. The administration will need to help support teachers
with providing the culture, rewarding, and providing recognition for teachers to be motivated to
achieve their goal, continue to raise students’ academic achievement and proficiency, all while
using culturally relevant pedagogy. The administration and teachers will need to collaborate to
align the stakeholder’s goal with the organization’s goal, and find time to teach outside of the
testing areas by scheduling them spaced apart to allow for autonomy. Table 54 shows the
methods to support the drivers, the timing or frequency of the method, and the critical behaviors
that will be supported through reinforcing, encouraging, rewarding, and monitoring the teachers.
Table 54
Required Drivers to Support Critical Behaviors
Method(s)
Timing
Critical Behaviors
Supported
1, 2, 3 Etc.
Reinforcing
Principal conducts
unannounced walk-throughs
with immediate feedback.
Weekly 1, 4
Title III Coach supplies a
job aid for how to integrate
ELD standards across
domains.
Ongoing 1, 4
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 174
Table 54 (Cont’d.)
Method(s)
Timing
Critical Behaviors
Supported
1, 2, 3 Etc.
Teachers meet with mentor
(Title III Coach) monthly to
lesson plan/share
concerns/discuss/ask
questions (using an agenda
and student data records)
Monthly 1, 2, 3, 4
Encouraging
Teachers are part of the
decision to improve their
ELD instruction.
Pupil free day, before
school starts, and
ongoing
1, 4
Teachers meet with the
Title III Coach and/or
administration to discuss
success (using an agenda
and student data records)
Monthly 1, 2, 3, 4
Teacher newsletters
Ongoing 1, 4
Rewarding
Principals provide
immediate, formative
feedback after unannounced
walk-throughs
Weekly 1, 4
School awards and
recognizes teachers who use
culturally responsive
pedagogy, integrate ELD
standards, and increase
students’ academic
achievement.
Monthly assemblies or
faculty meetings
1, 2, 3, 4
Monitoring
Principal conducts
unannounced walk-
throughs.
Weekly 1, 4
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 175
Table 54 (Cont’d.)
Method(s)
Timing
Critical Behaviors
Supported
1, 2, 3 Etc.
Title III Coach and/or
administration will track EL
students’ and teachers’
progress through Dibels,
IABs, and through
discussions with teachers
Ongoing 1, 2, 4
Organizational support. The organization will provide teachers time with their mentor,
the Title III Coach, and other EL teacher peers to discuss, plan, and share thoughts, questions,
and concerns with each other. The administration will have monthly assemblies and faculty
meetings where success stories are shared, rewards and/or recognition is provided to teachers
who use culturally responsive pedagogy and/or raise students’ academic achievement and
proficiency. The school will work to focus on reinforcing teachers’ engagement, learning,
behaviors, and outcomes through ongoing monitoring through discussions in meetings and online
surveys, collaboration, and communication with teachers. The program works as a collective
agent with individual agents performing their jobs to achieve their individual and organizational
goal.
Level 2: Learning
Kirkpatrick and Kirkpatrick’s (2016) description of Level 2: Learning refers to the degree
to which participants’ knowledge they obtained from the program, their skills, attitude,
confidence, and commitment for meeting on-the-job expectations from their participation in the
training.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 176
Learning goals. Using the summary of the KMO solutions at the end of Chapter Four,
following is a list of what the stakeholders need to know and be able to do following the
professional development day in order to perform the critical behaviors listed above.
Stakeholders will:
● Correctly identify the district’s goal, the school’s mission, and baseline data for their
students.
● Understand the relationship between ELA and ELD standards and academic
achievement.
● Apply ELD standards across domains.
● Recognize feeling positive about using appropriate ELD instruction across domains to
impact student achievement and creating lessons.
● Correctly attribute students’ academic achievement to their successes and failures.
● Recognize that testing policies still allow for teaching in all areas outside of the testing
subjects.
● Receive value, rewards, and recognition for using culturally responsive pedagogy.
● Receive value from the school of their efforts to improve student achievement.
Program. The learning goals listed above will be achieved on the pupil-free day prior to
the first day of school, and the agenda will include a full day of professional development and
review of the administration’s list of compliance items. The administration will have the staff
engage in a team building ice breaker. The principal will state the purpose of the mission is the
students come first, and she will repeat this at every faculty meeting. This leads the faculty with
motivation and becomes a model to an EL instructional approach. The teachers will be given the
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 177
opportunity to work together to discuss the district’s and school’s mission, purpose of teaching
and integrating standards across domains, mentoring, and creating agendas and lesson plans for
student success. The administration will walk around listening to the K and M of teachers. The
Title III Coach will demonstrate the procedures for completing a lesson plan and integrating
standards across domains. Teachers will be given a job aid to begin working on how they will
align the organization’s goals with their curriculum. The program does not have a timeline as of
yet; it will be in the pilot phase until further review of the program’s progress after the first
semester of the following school year.
Teachers will be made aware of the upcoming differentiated and purposeful professional
developments scheduled for the school year. The Title III Coach will discuss the schedule for
grade-level meetings and individual mentoring conferences/meetings that will review record
keeping, standards integration, professional growth, and follow-up of research-based
instructional strategies and professional developments. The school will hand out the calendar
with scheduled monthly assemblies and meetings that will be used to recognize and award
teachers who are using culturally responsive pedagogy, raising students’ academic achievement,
and integrating ELD standards across domains.
The principal will gain the collaborative buy-in from their instructional team, who will
help gain the buy-in of EL teachers, agreeing to work on strengthening their ELD instructional
practice. The school year’s shared goal of raising EL academic achievement will include
unannounced, structured walk-throughs. These walk-throughs will not be used as forms of
evaluation, but for the purposes of learning and improving instruction to increase EL proficiency
and academic achievement. Teachers will expect weekly unannounced walk-throughs, where the
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 178
administration will look for culturally responsive pedagogy, mastery goal orientation, ELD
lessons, examples of student work, class discussions, rubrics, and student evaluations. The
teacher will expect immediate, formative feedback with two stars (compliments) and a wish
(need for improvement). This practice will be reinforcing, encouraging, and rewarding.
Teachers will have the option to discuss their feedback, or be made aware of a meeting if
necessary. During professional learning committees, principals will have follow-up discussions
about both positive and areas of improvement from observational data. The team can work
together to come up with solutions.
Evaluation of the components of learning. Table 55 reviews the declarative factual
knowledge; procedural knowledge; attitude; confidence and commitment to meeting goals; and
the timing of the evaluation before, during, or after the program. The order of methods begin
with the foundational declarative knowledge to procedural knowledge. The motivation aspect is
the driving force to getting teachers to have the positive attitude and self-efficacy needed to be
effective and fully committed to the program. Table 55 shows the methods and timing of the
evaluation components of learning for the program.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 179
Table 55
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Pre and post KMO online needs assessment
and survey
Before, after
Group work and share out with everyone
During
Procedural Skills “I can do it right now.”
Lesson plans During
Agendas During
Checklist of observations During and after
Scenario of ELD integration across domain During
Attitude “I believe this is worthwhile.”
Discussions of value and mood During
Discussions of goal orientation During
Classroom observations of teacher and
grade-level meetings
Before, during, after
Confidence “I think I can do it on the
job.”
Discussions of self-efficacy During
Mentorship, PLCs, and grade-level meetings During, after
Pre and post online surveys
Before, during, after
Commitment “I will do it on the job.”
Lesson plans Before, during
Discussions of praise or concerns During, after
Self-reflection Before, during, after
Action plans Before, during, after
Level 1: Reaction
Kirkpatrick and Kirkpatrick’s (2016) description of Level 1: Reaction refers to the degree
of an individual’s engagement during the program, the relevance they feel the program has for
their responsibilities to meet expectations, and their satisfaction with the program to meet those
expectations. The evaluation for Level 1 is to evaluate the program by asking the participants to
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 180
share their reactions to the program, the relevance they find with the program to meet the
school’s mission and district’s expectations for all students to be proficient, and their satisfaction
with the program in meeting expectations. Table 56 shows the methods and timing for the
components to measure reactions to the program.
Evaluation Tools
Kirkpatrick and Kirkpatrick (2016) referred to immediate timing measured right after the
training or program, with the purpose of guaranteeing a higher return rate of evaluation forms.
Whereas, delayed timing refers to waiting for a few days or weeks after the training or program,
with the purpose of gathering more objective feedback.
Table 56
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Attendance At start of professional development
Share thoughts/questions During, after
Participation in scenarios and lesson plans During
Online survey
After one week after
Relevance
Pulse check using needs
assessments/optional surveys/discussions
During, after
Discussion focus and depth During
Online survey
After week after
Customer Satisfaction
Observation checklist During
Online Survey After one week
Immediately following the program implementation. Administration will analyze the
online survey data of the pre-needs assessment and survey right after the program. The
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 181
administration will begin categorizing the potential assets and gaps in KMO in the data
dashboards. Using the program survey data of teachers’ degree of engagement, relevance for
meeting job requirements and satisfaction with the program, the administration will begin
monitoring teachers’ knowledge and motivation, while being accountable for providing the
training, culture, and recognition necessary for teachers to achieve their goals.
During the program, Level 1 and 2 will be monitored through teacher discussions, pulse
checks, and observation checklists. Administration will use the evaluation instrument in
Appendix H for measuring Levels 1 and 2. Appendix H will be used during and after the
program implementation.
Delayed for a period after the program implementation. This Blended Evaluation
instrument uses survey items that scale the participants’ opinions about Level 1, 2, 3, and 4 that
are outlined above, from highly disagree to highly agree. The instrument should be implemented
10 weeks after the pupil-free day when the program started, and again at 20 weeks. The timing
for this instrument is similar to that of traditional universities that send out pre-surveys, mid-
semester evaluations, and final evaluations for their program. The responses from teachers
provide the insight needed to adapt the program, provide more support, and review the program’s
progress using quantitative data collection.
Data Analysis and Reporting
Both the school and the district are accountable for students’ academic performance;
thus, teachers are responsible for raising students’ academic achievement and proficiency. After
the program has been implemented these data: surveys, classroom observations, and document
analysis of lesson plans and student work, will be collected and analyzed.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 182
During the program, there will be an ongoing data dashboard, which teachers and
administration will have access to, but teachers will have access to their own data. The
administration will use the data dashboard to monitor progress and promote accountability for
themselves and teachers. The results will be reported in two ways, (a) an executive summary
with grade level (de-identified) information to create a safe space for teachers to examine data
and feel comfortable to take risks and engage in conversation about the data, and (b) an
executive summary with identified information accessible for the administration to use for record
keeping, mentoring, and teacher growth purposes.
Summary of the Implementation and Evaluation
Both The New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) and data
analysis from Chapter Four informed the planning, recommendations, implementation of the
program, and evaluation for the school to help teachers’ achieve their goal and the school’s
mission to increase students’ academic achievement. The framework is a guide for ongoing
assessment and monitoring of the progress to achieving the goal. The program is clear, user-
friendly, structured, and it establishes a way to usefully analyze data using specific criteria. The
program engages teachers, identifies the learning that needs to take place, identifies the critical
behaviors that the teachers should have, and is results driven, which also drives the start of the
evaluation from Levels 4: Results; 3: Behavior; 2: Learning; and 1: Reaction. This evaluation
keeps all stakeholders on track and maximizes the school’s chances for achieving results while
building assets and closing gaps. It’s a collective process that requires organization, time,
consistency, perseverance, motivation, and knowledge throughout.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 183
If the proposed solutions are implemented and evaluated as described above, they will
improve the internal gaps in the organization and lead to a positive external response from the
district, other schools and districts with the same gaps, and the community. This study will lead
to other research that addresses the continuous struggles of teaching students who may be ELs
and working below grade level. The benefits of this research can lead to more quality teaching
programs, in-service, and stronger capacity of the organization.
Limitations and Delimitations
One of the greatest limitations was trying to gather volunteers for the needs assessment
and survey. Of the 23 EL teachers, 20 originally stated they would volunteer, but as the time got
closer to fill out the voluntary agreement documents, and complete the survey, more and more
teachers said they no longer wanted to participate due to stress from their workload during the
start of the school year. With a new ELA curriculum, progress reporting system, and new set of
students to teach, teachers dropped out, leaving 13 of the 14 voluntary participants who signed
the agreement, followed through and completed the needs assessment and survey.
Gathering participants for the subgroup was almost as challenging as gathering all the EL
teachers for the needs assessment and survey. Although there were six potential subgroup
participants, five agreed to do the study. One of the five participants who initially stated they
would participate in the study, backed out because they stated they felt overwhelmed with their
2nd/3rd-grade split class. This left four participants for the subgroup who signed the agreements,
completed the needs assessment and survey, observations, interviews, and provided the
documents for analysis.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 184
The limitations of this study included the limited time spent on the small sample case
study and the professional relationship between the stakeholders of focus and the researcher.
Some answers from the stakeholders of focus may have been created for social acceptance in the
interviews and/or surveys. The KMO assumed causes that impacted EL teachers’ ability to teach
the expected ELD and grade-level content standards, and integrate ELD standards across
domains were either validated or not validated, but more time to conduct a full-gap analysis with
all the major stakeholders would allow for a complete evaluation for an improvement model.
The online survey was another limitation – it did not allow for teachers to complete
certain sections of the survey from their mobile device, which left 13 of 14 responses for those
inaccessible survey items. The online survey was anonymous to create a safe place where
teachers could feel free to answer questions honestly without being identified. The issue with
that came with not knowing who completed or did not complete the survey. Two weeks were
allotted to complete the survey before observations began. While keeping the needs assessment
and survey anonymous provided an opportunity to gather more realistic data, it could not be
tracked, and demographics could not be identified.
The difficulty with gathering voluntary participants may also reflect some insight into
Calvin Elementary School’s existing problems with getting teachers on board in areas that
involve their active choice, persistence, and mental effort needed to impact achievement
(Schunk, Pintrich, & Meece, 2008).
Recommendations for Future Research
Based on the findings from the study, and its limitations, the research-based
recommendations, evaluations, and implementations above will address and close the revealed
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 185
gaps in knowledge, motivation, and organization reported in Chapter Four. Many of the
solutions were linked together, which is why they need to be strategically planned and delivered
by priority and integrated to maximize level of effectiveness for teachers. All teachers and
administration staff must buy-in, persist, and apply mental effort while implementing the
improvement program. All stakeholders must be held accountable for the program’s success in
achieving the stakeholders,’ school’s, and district’s goals.
A larger case study that includes more stakeholders from the community who also have
an impact on students’ academic achievement would include parents and administration.
Examining their perspective for knowledge, motivation, and organization influences would
develop a further understanding of the gaps and assets of those who influence ELs. Teachers in
the study attributed their students’ low performance from the value, reinforcement, and support
from the culture of the home environment. Further evaluation and investigation into the micro
and macro areas that impact students is suggested to make additional recommendations for
possible solutions to closing the gaps.
Conclusion
The organizational problem is ELs are performing low on the ELA, and if they are not
reading on grade level by the end of third grade, they are four times more likely to drop out of
high school and end up in prison, thus negatively impacting the community (Hernandez, 2011).
Selecting teachers as the main stakeholders was essential; they have the greatest influence such
that if they achieve their goal, ELs can meet their academic goal. Without the motivation,
teachers will not have the necessary knowledge to implement the program to achieve proficiency
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 186
for all students. All stakeholders involved with the program need to be held accountable for their
part in solving the problem.
The implications for the study include the immediate use of Kirkpatrick and Kirkpatrick’s
New World Model (2016) to focus on the desired results and how to achieve them sooner rather
than later. The study’s findings show high priority needs for schools to focus their efforts to
close teacher gaps and build assets to increase students’ academic achievement. Without
reaching the goal, the same gaps will exist, thus being a disservice to EL students, their families,
and their communities.
This study suggests future research on the teaching practices for ELs, professional
developments for EL teachers, site capacity building, and ongoing evaluations to monitor
progress in meeting goals. Examining EL teacher perspectives helps Calvin Elementary School;
it can potentially inform future curriculums, instructional practices, and organizational culture
for schools with similar demographics as Calvin Elementary School. If these data are used to
inform future action plans, thus, leading to increased performance in student test scores and
proficiency levels, then other schools will use it as a resource, and model for their organization.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 187
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ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 199
Appendix A: Recruitment Script (For Teachers)
First, I would like to thank you for taking the time to speak with me today. I would like
to ask you to participate in my study. I will be collecting data for my dissertation at USC. Your
participation is completely voluntary, and you can choose to end your participating at any time.
Your participation would include approximately 2 hours and 15 minutes for your time (up to 15
minutes to complete an online needs assessment and survey, for survey participants, two
classroom observations of 30 minutes, and an interview for approximately 90 minutes); is that
okay with you?
To give you some background on the purpose of my study, as you know, I am attending
USC’s doctoral program, and I am conducting a mixed-methods study. I plan on conducting up
to six classroom observations and six interviews of third-grade English Learner teachers,
including the Title III Coach at this elementary school. I hope to gain a better understanding of
the assets and barriers that influence teachers’ ability to raise proficiency for English Learners.
My role will be a research student, who is here to collect information, not to make
judgements regarding performance. I will not share these data I collect with anyone other than
my USC committee and IRB committees. I will keep these data in my computer and destroy it
after the study is complete and the assignment is turned in.
Data I collect may use direct quotes from this interview, but it will not have your real
name. I will use a pseudonym to keep these data confidential and not use anything that could
identify you in particular. If you have any questions, please let me know. Thank you again for
your time.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 200
Appendix B: Participant Information Sheet/Consent Form for
Needs Assessments/Surveys
University of Southern California Rossier School of Education 3470 Trousdale Pkwy, Los
Angeles CA, 90089
Examining third-grade English Language Development Teaching Practices
You are invited to participate in a research study. Research studies include only people who
voluntarily choose to take part. This document explains information about this study.
PURPOSE OF THE STUDY
The purpose of the study is to identify how third-grade English Learner (EL) teachers can
achieve their instructional goals and rise to a higher challenge for all students to be proficient.
The stakeholders of focus for the case study are third-grade English Learner (EL) teachers.
Applying the growth mindset asset based model (Dweck, 2010), four levels of training
evaluation model (Kirkpatrick & Kirkpatrick, 2016), and the gap analysis framework (Clark &
Estes, 2008), the study will collect and analyze data pertaining to the assets of knowledge,
motivation, and organizational culture from the perspectives of EL teachers. The teaching
practices and integration of English Language Development (ELD) standards in English
Language Arts (ELA) will be the primary focus for the study. The study will employ a mixed-
methods approach that will include surveys, test questions, interviews, observations, and
document analysis to triangulate and capture data that identifies the influential factors that
contribute to EL teachers’ success in meeting EL student needs. Based on the findings of the
study, research-based solutions and recommendations will be used to help foster a growing
collaboration for ELD teachers to connect what exists with what is needed to prepare students for
the 21st century.
PARTICIPANT INVOLVEMENT
You are asked to participate in a survey and test for up to 15 minutes during your unpaid time
(before school, after school, or during lunch). Your responses will not be graded or evaluated,
only used to deepen the understanding of EL teachers’ perspectives and integration of ELD to
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 201
aim to grow collaboration and achieve the continuous challenges of preparing ELs for the 21st
century.
CONFIDENTIALITY
There will be no identifiable information obtained in connection with this study.
Required language: The members of the research team, the funding agency and the University
of Southern California’s Human Subjects Protection Program (HSPP) may access these data.
The HSPP reviews and monitors research studies to protect the rights and welfare of research
subjects.
When the results of the research are published or discussed in conferences, no identifiable
information will be used.
INVESTIGATOR CONTACT INFORMATION
The Principal Investigator is Alana Burton, axb0402@lausd.net, The Faculty Advisor is Dr.
Kenneth Yates, kenneth.yates@rossier.usc.edu, (213)740-6793 IRB CONTACT
INFORMATION University Park Institutional Review Board (UPIRB), 3720 South Flower
Street #301, Los Angeles, CA 90089-0702, (213) 821-5272 or upirb@usc.edu
Participant Consent Form for Surveys and Needs Assessment
I agree to the following.
1. I will be asked to complete an online survey and test that will take up to 15 minutes, about my
teaching experience and perceptions toward teaching English Learners (during unpaid time).
I understand that:
a. Needs assessment and surveys will be conducted outside of paid work time (before, after
school, during lunch).
b. Participation is strictly voluntary. I can refuse to answer any questions that I do not wish
to answer.
c. The information gathered will not affect my tenure, be graded, or be used for evaluative
purposes.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 202
d. My identification associated with the information gathered will remain confidential.
Teacher, school, and school district names or any other identifying factors will not be
included with any report or publication of these data or results; pseudonyms will be used.
The researcher will protect individual identities so that parties familiar with the school, such
as the principal, will not be able to identify individual responses within data results.
e. I may opt out of the project at any time and for any reason I deem necessary with no
repercussions if I give written notice to the researcher.
f. Participation in this study will not directly provide any benefits to me. Declining
participation in this study will not cause adverse actions to be taken against me.
I understand that this research study has been reviewed and approved by the Institutional Review
Board at University of Southern California and the Los Angeles Unified School District. For
research-related problems or questions regarding subjects' rights, I can contact the Institutional
Review Board through Kristin J. Craun, Director of:
University Park IRB, Office at: University Park Institutional Review Board (UPIRB)
University of Southern California 3720 South Flower Street, Third Floor #301 Los Angeles,
CA 90089- 0702. (213) 821-5272 or upirb@usc.edu
I have read and understand the explanation provided to me. I have had all my questions
answered to my satisfaction, and I voluntarily agree to participate in this study. I have been
given a copy of this consent form.
Teacher’s name PRINTED __________________________
Teacher’s Signature ________________________________
School: _______________________________________ Date_________
If I do NOT wish to participate, I will not return this form. No adverse actions will be taken
against me.
Researcher’s Signature ______________________ Date __________ Questions or concerns
please contact: Researcher: Alana Burton, anburton@usc.edu
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 203
Appendix C: Participant Information Sheet/Consent Form for
Observations, Interviews, and Document Analysis
University of Southern California Rossier School of Education 3470 Trousdale Pkwy, Los
Angeles CA, 90089
Examining third-Grade English Language Development Teaching Practices
You are invited to participate in a research study. Research studies include only people who
voluntarily choose to take part. This document explains information about this study.
PURPOSE OF THE STUDY
The purpose of the study is to identify how third-grade English Learner (EL) teachers can
achieve their instructional goals and rise to a higher challenge for all students to be proficient.
The stakeholders of focus for the case study are third-grade English Learner (EL) teachers.
Applying the growth mindset asset based model (Dweck, 2010), four levels of training
evaluation model (Kirkpatrick & Kirkpatrick, 2016), and the gap analysis framework (Clark &
Estes, 2008), the study will collect and analyze data pertaining to the assets of knowledge,
motivation, and organizational culture from the perspectives of EL teachers. The teaching
practices and integration of English Language Development (ELD) standards in English
Language Arts (ELA) will be the primary focus for the study. The study will employ a mixed-
methods approach that will include surveys, test questions, interviews, observations, and
document analysis to triangulate and capture data that identifies the influential factors that
contribute to EL teachers’ success in meeting EL student needs. Based on the findings of the
study, research-based solutions and recommendations will be used to help foster a growing
collaboration for ELD teachers to connect what exists with what is needed to prepare students for
the 21st century.
PARTICIPANT INVOLVEMENT
You are asked to participate in two classroom observations for up to 30 minutes each, and an
interview for up to 90 minutes in the classroom during your unpaid time (before school, after
school, or during lunch). Your responses will not be graded or evaluated, only used to deepen
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 204
the understanding of EL teachers’ perspectives and integration of ELD to aim to grow
collaboration and achieve the continuous challenges of preparing ELs for the 21st century.
CONFIDENTIALITY
There will be no identifiable information obtained in connection with this study.
Required language: The members of the research team, the funding agency and the University
of Southern California’s Human Subjects Protection Program (HSPP) may access these data.
The HSPP reviews and monitors research studies to protect the rights and welfare of research
subjects.
When the results of the research are published or discussed in conferences, no identifiable
information will be used.
INVESTIGATOR CONTACT INFORMATION
The Principal Investigator is Alana Burton, axb0402@lausd.net, The Faculty Advisor is Dr.
Kenneth Yates, kenneth.yates@rossier.usc.edu, (213)740-6793 IRB CONTACT
INFORMATION University Park Institutional Review Board (UPIRB), 3720 South Flower
Street #301, Los Angeles, CA 90089-0702, (213) 821-5272 or upirb@usc.edu
Participant Consent Form for Interviews, Observations, and Document Analysis
I agree to the following.
1. The researcher will observe me for up to 2 sessions of 30 minutes during instructional time
with minimal disruptions to the class.
2. The researcher will interview me for up to 90 minutes outside instructional and district-paid
work time.
I understand that:
a. Interviews will be conducted outside of paid work time (before, after school, during
lunch).
b. Participation is strictly voluntary. I can refuse to answer any questions that I do not wish
to answer.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 205
c. The information gathered will not affect my tenure, be graded, or be used for evaluative
purposes.
d. My identification associated with the information gathered will remain confidential.
Teacher, school, and school district names or any other identifying factors will not be
included with any report or publication of these data or results; pseudonyms will be used.
The researcher will protect individual identities so that parties familiar with the school, such
as the principal, will not be able to identify individual responses within data results.
e. I may opt out of the project at any time and for any reason I deem necessary with no
repercussions if I give written notice to the researcher.
f. Participation in this study will not directly provide any benefits to me. Declining
participation in this study will not cause adverse actions to be taken against me.
g. The researcher will interview me.
h. The researcher will observe two class sessions during the semester but will not audio or
video record the classes.
I understand that this research study has been reviewed and approved by the Institutional Review
Board at University of Southern California and the Los Angeles Unified School District. For
research-related problems or questions regarding subjects' rights, I can contact the Institutional
Review Board through Kristin J. Craun, Director of:
University Park IRB, Office at: University Park Institutional Review Board (UPIRB)
University of Southern California 3720 South Flower Street, Third Floor #301 Los Angeles,
CA 90089- 0702. (213) 821-5272 or upirb@usc.edu
I have read and understand the explanation provided to me. I have had all my questions
answered to my satisfaction, and I voluntarily agree to participate in this study. I have been
given a copy of this consent form.
Teacher’s name PRINTED _________________________
Teacher’s Signature _______________________________
School: _____________________________________ Date_________
If I do NOT wish to participate, I will not return this form. No adverse actions will be taken
against me.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 206
Researcher’s Signature ________________________ Date __________ Questions or concerns
please contact: Researcher: Alana Burton, anburton@usc.edu
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 207
Appendix D: Observation/Document Analysis Form
Observation Form and Document Analysis
Date:_______ Observer:_______ School:____________ Start Time:_________ End
Time:________ Subject/Content:_______ Grade:___ Teacher:___ Other/Staff
Roles:________ # of EL students:___ EL Levels:___ Total # of Students:___
Knowledge/Motivati
on
Teacher...
Tally of
evidenc
e
Observed?
0 = no evidence,
1= some
evidence,
2=strong
evidence
Comments/Evidence/Question
s
Declarative
Knowledge
Explicitly reviews
new concepts with
students’ prior
knowledge.
States/explains
grade-level content
standards.
States/describes
ELD standards.
Describes the
integration of ELD
standards with
grade-level content
standards.
Procedural
Knowledge
Helps students
connect new
concepts with prior
knowledge.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 208
Uses grade-level
content standards.
Uses ELD
standards.
Integrates ELD
standards with
another
domain/other
domain
Groups students
(whole, small
group)
Assesses students
(informal,
formative,
summative)
Scaffolds and
chunks new
information to avoid
cognitive overload
Differentiates
Provides appropriate
wait time
Provides immediate
feedback
Uses culturally
responsive
pedagogy
Motivation
Demonstrates
positive demeanor
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 209
Demonstrates
negative demeanor
Goal Orientation
Demonstrates
performance
orientation
Demonstrates
mastery orientation
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 210
Appendix E: Table of Needs Assessment Items
Assumed Knowledge
Influences
Needs Assessment
Declarative Factual
Teachers need to know the
district’s proficiency goal.
Multiple choice.
1. Complete the sentence. The district’s goal is
for...
a) 90% of students to be proficient.
b) 80% of students to be proficient.
c) 100% of students to be proficient.
d) 75% of students to be proficient.
Teachers need to know the
school’s mission.
Multiple choice.
2. The school’s mission is to:
a) provide an environment in which all children
have the opportunity to be successful.
b) foster a positive learning environment
creating literate students who can become
positive citizens.
c) ensure all students are performing at or near
grade level and make learning meaningful in
preparation for the 21st century.
d) other_______________________
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 211
Teachers need to know baseline
data of the reading and
comprehension levels of ELs in
their class.
Multiple choice.
3. Complete the sentence and check all answers that
apply.
An example of baseline data is...
a) ELs’ current achievement in reading fluency
b) a student’s level of work completion
c) a student’s on task behavior
d) ELs’ performance in mathematics
Teachers need to know grade-
level content standards and ELD
standards.
Multiple Choice.
4. I can access EL and grade-level content standards
from…
a) the California Department of Education
website
b) the district website
c) my CCSS and ELD professional
development handouts
d) all of the above
Declarative Conceptual
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 212
Stakeholders need to know the
importance of the relationship
between ELA and ELD
standards and achievement.
Multiple choice. Choose all that apply.
5. Teaching ELA and ELD standards...
a) allows me to be compliant with district
expectations.
b) increases student achievement.
c) makes learning fun.
d) is part of my daily instruction.
e) does not impact student success.
Procedural
Stakeholders need to know how
to teach students who enter third
grade below the third grade
reading level.
Multiple choice. Choose the best answer to
complete the sentence.
6. You are assigned a new student in your third
grade class. Your baseline assessment indicates that
the student is reading below grade level.
You should:
a) be teaching grade-level content.
b) be teaching to students’ zone of proximal
development.
c) be teaching the previous grade level
standards.
d) be finding supplemental books for the
previous grade level.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 213
Stakeholders need to be able to
integrate ELD standards across
domains.
Multiple choice. Choose the best answer to
complete the sentence.
7. An example of integrating ELD standards across
domains is...
a. teaching designated ELD for the first part of
the morning and teaching science for the
second part of the morning.
b. connecting ideas within sentences using the
word science.
c. teaching designated ELD.
d. focusing on understanding text structures in
ELA, social studies, and science.
Stakeholders need to know how
to appropriately scaffold to
promote EL learning.
Multiple choice. Complete the sentence and choose
all that apply to your teaching.
8. I scaffold when...
a) students are first learning a concept.
d) necessary.
b) assisting ELs to progress from one level of
independent ability to the next.
c) students are demonstrating difficulty in
learning a concept.
e) students completely understand the concept
I’m teaching.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 214
Teachers need to know how to
use research-based strategies
that positively impact EL
student achievement.
Multiple choice. Complete the sentence.
9. When using instructional strategies that positively
impact student achievement, teachers should ensure
the strategies…
a) are research-based.
b) come from what the teacher has done in the
past.
c) are what the students enjoy.
d) are student-led.
e) none of the above
Teachers need to know how to
keep updated records of EL data
to make instructional decisions.
Multiple choice. Complete the sentence.
10. To make instructional decisions about one’s
ELs, a teacher should...
a) keep updated records of EL data.
b) consider ELs’ baseline.
c) focus on where ELs need to be by the end of
the school year.
d) monitor EL data throughout the year and
progress monitor if necessary.
e) a and d
f) none of the above
Metacognitive
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 215
Stakeholders need to self-reflect
on the effectiveness of their own
instructional strategies to be able
to know what is effective, what
needs to be changed, and how to
appropriately address EL
learning needs.
Multiple choice. Complete the sentence.
11. I self-reflect by...
a. thinking about the effectiveness of my own
instructional strategies to be able to know
what is effective.
b. deciding what needs to be changed in my
instruction.
c. deciding how to appropriately address EL
learning needs.
d. All of the above
e. None of the above
f. Other _____________________
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 216
Appendix F: Table of Survey Items
Assumed Motivation
Influences
Value
Teachers need to value ELs’
prior knowledge and cultural
experiences with learning
English.
Put the sentences in order of your value.
__Incorporating ELs’ prior knowledge.
__ELs’ potential for academic achievement.
__Creating lesson plans that integrate ELD
standards across domains.
__Monitoring the reading fluency and
comprehension for ELs using the Dibels
assessment.
Teachers need to value
persevering through the
challenges of raising
proficiency of ELs reading
below grade level.
Short answer.
When faced with the challenges of raising ELs
reading proficiency, I tend to....
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 217
Teachers need to value
completing an agenda
recording details of Title III
coach and grade-level
meetings where EL challenges
and student progress in
English are discussed.
Prioritize the list below based on how important
each task is, in your opinion, to helping EL
students learn.
a) Completing an agenda during ELD
meetings with EL teachers, grade-level
teachers, and/or Title III Coach.
b) Persevering through challenges of ELs not
meeting their grade level academic goals.
c) Assessing ELs’ prior knowledge d) EL
potential for academic achievement e)
Monitoring EL progress using Dibels data.
f) Integrating ELD and grade-level content
standards
g) other ____________________
Self-Efficacy Rate your degree of confidence in doing the
following as of right now by recording a number
from 0 to 100 using the scale given below:
0-10-20...100
Cannot at all…Moderately Certain can
do...Highly Certain can do
Stakeholders need to have
confidence that they can
impact student learning.
I can influence my students’ academic
achievement.
Teachers need confidence in
time management.
Know that if I schedule my time appropriately, I
can meet the school deadlines.
Teachers need confidence in
their use of instructional
strategies and planning.
Use effective instructional strategies.
Plan to make a difference in student
achievement.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 218
Teachers need confidence in
using Dibels.
Use Dibels to assessment EL fluency and
comprehension.
Teachers need confidence in
integrating ELD standards
across domains
Integrate ELD standards across domains.
Mood Likert Scale
Strongly Disagree Disagree Neutral Agree
Strongly Agree
Stakeholders need to feel
positive about using
appropriate EL instruction
across domains to impact
student achievement.
I feel positive about using appropriate EL
instruction across domains.
Teachers need to feel positive
when using Dibels.
I enjoy using the Dibels to assess EL academic
achievement.
Teachers need to feel positive
when creating lessons and
monitoring EL progress.
I feel positive when monitoring EL progress. I
feel positive when creating EL lessons.
Attribution
Teachers attribute low reading
proficiency to EL’s previous
teachers’ inadequacies and not
their own.
My students’ low reading proficiency is due to
my own inadequacies.
Teachers attribute low reading
proficiency to lack of time.
My students’ low reading proficiency due to
lack of time.
Teachers attribute low reading
proficiency to lack of support.
My students’ low reading proficiency due to
lack of support.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 219
Teachers attribute low reading
proficiency to lack of
resources.
My students’ low reading proficiency due to
lack of resources.
Goal Orientation
Teachers need to be mastery
goal-oriented.
Even in the face of setbacks, my goal is to
motivate all ELs to learn.
Expectancy Value
Teachers need to know how
their motivation, expectations,
and feedback set the model
for student success.
My motivation, expectations, and feedback
impact students.
Intrinsic Motivation
Teachers have the intrinsic
motivation to raise EL
achievement.
It’s personally gratifying for me to raise EL
achievement.
Assumed Organization
Influences
Survey Item
Resources
Stakeholders need planning
time to create EL English
lesson plans and implement
instructional goals.
My school provides planning time to create EL
English lesson plans and instructional goals.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 220
Stakeholders need to have the
instructional materials and
supplies (technology,
supplemental texts, visuals,
graphic organizers, sentence
prompts, etc.) to meet EL
learning needs.
My school provides the necessary instructional
materials and supplies to support me in meeting
EL learning needs.
Stakeholders need mentoring
from veteran EL teachers,
grade-level teachers, and the
Title 3 Coach to gain ideas to
better serve EL student needs.
My school provides me with the opportunity to
work with a mentor on the topic of teaching
ELs.
Stakeholders need appropriate
professional development and
training to teach ELs.
My school provides appropriate professional
development for teaching ELs.
Stakeholders need follow-up
training and support to ensure
proper implementation occurs.
I receive follow-up support from my school to
reinforce any training I receive.
Stakeholders need support
from administration when
feeling discouraged or
overwhelmed with challenges
of teaching ELs.
The administrative team at my school supports
my efforts?
Policies, Processes, &
Procedures
Stakeholders need to feel that
school’s policies align with
ELD standards and expected
level of instruction support
their instruction.
The district’s policies align with the ELD
standards and expected level of instruction.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 221
Teachers need to feel that
testing policies allow for them
to teach in all areas outside of
the testing subjects.
Testing policies allow for me to teach in all
areas outside of the testing subjects
Teachers feel that the school
procedures support their
instruction.
The procedures at my school are more of a
burden on my instruction.
The procedures at my school enhance my
instruction.
Culture
Stakeholders need to feel their
organization that values,
rewards, and recognizes
teachers who are moving
towards culturally responsive
pedagogy and community
goals that are well received.
My school values, rewards, and recognizes
teachers who apply culturally responsive
pedagogy.
Recognition
Stakeholders need to feel
valued by the school’s
recognition of their efforts to
improve student achievement.
My school values my efforts to improve student
achievement.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 222
Appendix G: Table of Interview Questions
Teaching Experience
Interview Item
How did you feel about last year’s class?
Did you have English Learners?
How was your teaching experience?
What was the hardest and easiest part?
Mood
Stakeholders need to feel positive
about using appropriate EL
instruction across domains to
impact student achievement.
Main Q: Tell me how you feel about using
ELD standards across domains.
Teachers need to feel positive
when using Dibels.
Describe how you feel about using Dibels to
monitor EL progress.
Teachers need to feel positive
when creating lessons and
monitoring EL progress.
How do you feel as you create lesson plans?
Teachers need to value
persevering through the
challenges of raising proficiency
of ELs reading below grade level.
Describe a time when you were faced with
challenges of raising proficiency with your
ELs? How did you deal with it?
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 223
Teachers need to value
completing an agenda recording
details of Title III coach and
grade-level meetings where EL
challenges and student progress in
English are discussed.
Describe the last time you felt the value, if
ever, in completing agendas during ELD
meetings with peers and your Title III Coach.
Self-Efficacy
Stakeholders need to have
confidence that they can impact
student learning.
Main Q: Tell me about a time when you felt
confident with respect to impacting EL
learning? Now, tell me about a time when you
felt low confidence.
Probing Qs: What impacts your confidence?
How consistent is it? What’s a bad day and
what’s a good day?
Teachers need confidence in time
management.
Tell me about the last time you met a school-
based deadline.
Probing Q: To what do you attribute your
success in meeting that deadline? (note - how
long ago this example occurred is an indication
of how out of control they feel about their
time).
Teachers need confidence in their
use of instructional strategies and
planning.
a) Tell me about a time you felt particularly
confident in using instructional strategies to
teach ELs.
b) Describe the last time you felt confident in
planning, to impact student achievement.
Teachers need confidence in
integrating ELD standards across
domains
Tell me a situation where you demonstrated
confidence in integrating ELD standards in
more than one domain.
How confident did you feel with your choices
and strategies?
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 224
Attribution
Teachers attribute low reading
proficiency to EL’s previous
teachers’ inadequacies and not
their own.
Main Q: Why do you think some of your ELs
have low reading proficiency?
Probing Q: What factors do you feel contribute
to their low reading proficiency?
Expectancy Value
Teachers need to know how their
motivation, expectations, and
feedback set the model for student
success.
How do your motivation, expectations, and
feedback impact student performance?
Assumed Organization
Influences
Interview Item
Resources
Stakeholders need planning time
to create EL English lesson plans
and implement instructional goals.
Main Q: What kind of instructional planning
time, if any, does your school provide?
Probing Q: How much time?
Stakeholders need to have the
instructional materials and
supplies (technology,
supplemental texts, visuals,
graphic organizers, sentence
prompts, etc.) to meet EL learning
needs.
Describe the ELD curriculum support materials
that your school provides for you to meet EL
learning needs.
Stakeholders need mentoring from
veteran EL teachers, grade-level
teachers, and the Title 3 Coach to
gain ideas to better serve EL
student needs.
Tell me how Does your school provides
mentoring opportunities for you to better meet
student needs?
Stakeholders need appropriate
professional development and
training to teach ELs.
What specific training have you received
related to the education of ELs? Please include
pre-service and in-service training. Follow up:
who funded these?
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 225
Stakeholders need follow-up
training and support to ensure
proper implementation occurs.
What follow-up support has your school
provided after ELD training or professional
development?
Stakeholders need support from
administration when feeling
discouraged or overwhelmed with
challenges of teaching ELs.
If things weren’t going well and you were
having a hard time meeting your goal, how do
you think your administrative team would
react?
Policies, Processes, &
Procedures
Stakeholders need to feel that
school’s policies align with ELD
standards and expected level of
instruction support their
instruction.
To what extent do your district’s policies align
with the ELD standards you teach?
What extent do the district’s policies align with
your school’s expected level of instruction?
Teachers feel that the school
procedures support their
instruction.
Main Q: Give me an example of a school
procedure that you think help support your
instruction.
Probing Q: Give me an example of a school
procedure that you think gets in the way of
your instruction.
Culture
Stakeholders need to feel their
organization that values, rewards,
and recognizes teachers who are
moving towards culturally
responsive pedagogy and
community goals that are well
received.
How does your school show their value of
teachers who utilize culturally responsive
pedagogy and community goals?
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 226
Recognition
Stakeholders need to feel valued
by the school’s recognition of
their efforts to improve student
achievement.
Walk me through a time when your school
made you feel valued from your efforts to
improve student achievement.
Assumed Knowledge Influences
Declarative Factual
Teachers need to know LAUSD’s
proficiency goal.
Tell me what LAUSD’s goal is for proficiency.
Teachers need to know the
school’s mission.
a) In your own words, tell me what your
school’s mission is?
b) Where can you find the school’s mission?
Teachers need to know baseline
data of the reading and
comprehension levels of ELs in
their class.
a) What is the baseline data of the reading and
comprehension levels of your ELs?
Prompt Q: What are your highest and lowest
EL reading levels?
Teachers need to know grade-
level content standards.
What are some of your ELA grade level
standards?
Teachers need to know ELD
standards.
Tell me what ELD standards you taught today?
Teachers need to know about the
Dibels assessment online to
inform instruction.
What is the Dibels assessment?
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 227
Declarative Conceptual
Stakeholders need to know the
importance of the relationship
between ELA and ELD standards
and achievement.
Explain the relationship between ELA and
ELD standards and achievement.
Procedural
Stakeholders need to know how to
teach students who enter third
grade below the third grade
reading level.
Walk me through some of the steps you use to
teach ELs below grade level.
Stakeholders need to be able to
integrate ELD standards across
domains.
Demonstrate how you integrate ELD standards
in other domains.
Stakeholders need to be able to
know how and when to assess
student progress.
What is your procedure for how and when to
assess student progress?
Stakeholders need to know how to
appropriately scaffold to promote
EL learning.
What are the steps you use to scaffold ELs?
Teachers need to know how to
group their students based on need
and Dibels assessment.
What technique do you use to group students?
Teachers need to know how to
differentiate for the higher leveled
EL students.
Can you demonstrate how you differentiate for
low and high performing ELs?
Teachers need to know how to use
research-based strategies that
positively impact EL student
achievement.
Walk me through how you implement
research- based strategies in your instruction.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 228
Teachers need to know how to
keep updated records of EL data
to make instructional decisions.
Main Q: Show me your procedure for keeping
records of EL data.
Probing Q: Give me an example of how you
use the records to make instructional
decisions?
Metacognitive
Stakeholders need to self-reflect
on the effectiveness of their own
instructional strategies to be able
to know what is effective, what
needs to be changed, and how to
appropriately address EL learning
needs.
Main Q: How do you evaluate the
effectiveness of your instructional strategies?
Probing Q: How do you monitor a need for
change in your instruction?
Probing Q: How do you decide the way to
address EL learning needs?
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 229
Appendix H: Evaluation Tools
Evaluation Tools (Level 1 and 2 during and after the program implementation)
Declarative Conceptual Knowledge Item
Know that ELD and ELA standards impact
students’ academic achievement
What is the relationship between ELA and
ELD standards and student achievement?
Procedural Knowledge Item
Integrate ELD standards across domains Walk me through how you integrate
standards in two to three different subject
areas.
Evaluation Levels
Methods 1
Reaction
2
Learning
3
Behavior
4
Results
Online survey X X X X
Monitoring X X X
Observation X X
Online needs assessment X
Evidence of validation X X
Key indicators X
Blended Evaluation Tools (Levels 1-4 after the program implementation)
survey using scale from highly disagree to highly agree
L1: Reaction The workshop was valuable and relevant.
L2: Learning I was able to create lesson plans that integrate ELD standards across
domains.
ENGLISH LANGUAGE DEVELOPMENT TEACHING PRACTICES 230
L3: Behavior My grade level and EL teacher peers use the job aid for creating lesson
plans with ELD standards integrated across domains.
L4: Results I am able to integrate ELD standards across domains.
My students are proficient and their academic achievement has increased.
Abstract (if available)
Abstract
This study applied the gap analysis framework (Clark & Estes, 2008) to identify the gaps and assets of knowledge, motivation, and organization that impact English Learners from being proficient. The purpose of the study was to determine identify teacher gaps and assets to make recommendations to close those gaps. Using a multi-method approach of qualitative and quantitative data collection of needs assessments, surveys, observations, interviews, and document analysis, allowed for an in-depth analysis that revealed gaps and assets in each of the knowledge, motivation, and organization categories. Findings revealed 33 assets in knowledge, motivation, and organization. The findings also revealed eight gaps in knowledge, motivation, and organization. This study aims to bridge the identified gaps by matching them with research-based recommendations. The implementation and evaluation used Kirkpatrick and Kirkpatrick’s (2016) The New World Model to provide the necessary structure for the school and teachers to use to monitor progress and meet goals. This study can be used as a model for identifying assets and gaps, making research-based recommendations to close gaps, and solve teaching practice problems to raise students’ academic achievement and proficiency.
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Asset Metadata
Creator
Burton, Alana Nicole
(author)
Core Title
Examining third grade English language development teaching practices
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education (Leadership)
Publication Date
04/12/2018
Defense Date
03/05/2018
Publisher
University of Southern California
(original),
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(digital)
Tag
EL,English language arts,English learners: third grade reading,gap analysis: KMO,growth mindset,OAI-PMH Harvest
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Yates, Kenneth (
committee chair
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alanadances@gmail.com,anburton@usc.edu
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Tags
EL
English language arts
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gap analysis: KMO
growth mindset