<p> The landmark 2001 No Child Left Behind (NCLB) Act has been a step forward in federal policy for the ever-increasing population of English Learners (ELs), fostering inclusion in standards-based assessments and college and/or career-readiness efforts, yet, ELs continue to struggle academically. The current 5.4 million ELs make up <i>the</i> lowest performing academic group in the United States (US) today. Despite its good intentions, NCLB is leaving behind the very students it was designed to help. The emphasis on various programs/services adopted by public schools based on the plethora of evidence-based instructional strategies has uncovered a less emphasized, yet, critical gap in research: attention to, enforcement, and/or a comprehensive and systematic analysis of the educational rights of ELs. Across the US, districts are learning of their lack of knowledge needed to meet legal requirements. The incentive to increase EL-related knowledge, beyond instructional strategies, is paramount. </p><p> This study presents a systematic analysis of EL-related case law outcomes using a four-step method of analysis and "simple-box scoring." Seven trends were identified using these legal policy research methodologies: (1) EL-related legislation, claims, and violations, (2) equal education opportunity violations, (3) inequitable educational programs, (4) inadequate EL programs and services, (5) funding issues, (6) ineffective EL identification, and (7) assessment. </p><p> As NCLB reauthorization draws closer, persistent focus on improving ELs' education suggest policy-making needs will increase, particularly with Common Core State Standards (CCSS), including alternatives to costly litigation. While essential knowledge may be gained from this study, such data are but one aspect of overall challenges and do not reveal uncontroverted guidelines for educating ELs. This study bridges the gap of critical knowledge needed to meet legal requirements for ELs, each of whom are entitled by law to access mainstream curriculum. Further limitations and implications are presented. </p>

<p> English language teaching and learning receive considerable attention in Saudi Arabian schools as seen in existing efforts of development. A primary purpose of this study is to participate in these efforts of development through the application of a modern constructivist instructional practice for English language teaching and learning on the intermediate school level. This study, in part, strives to determine whether or not the adoption of Task-Based Language Teaching (TBLT) would be a more effective means of increasing the students' reading comprehension achievement scores when compared to the traditional teaching method of the English language that involves (among other things) prompting and drilling of students. This study also strives to gain issues and insights that accompany the application of TBLT through constant comparison and contrast with those that accompany the traditional teaching method. </p><p> This mixed-method study is quasi-experimental that uses a pretest and posttests for collecting quantitative data, and classroom observation and researcher log for collecting qualitative data. The study involved 122 participants divided into treatment and control groups. The treatment group has received ten weeks of English language instruction via the TBLT method while the control group has received ten weeks of English language instruction via the traditional teaching method. The independent variable is the use of TBLT in the classroom and the effect/dependent variable is the students' reading comprehension achievement scores. </p><p> A Two-Factor Split Plot analysis with the pretest as the covariate is used for analyzing the quantitative data. Analysis of qualitative data included synthesis, rich, and detailed description for classroom observation and grounded theory for researcher log data. The findings show that teaching via the TBLT method has significantly helped students increase their reading comprehension achievement scores more than that of the traditional teaching method of the English language. The findings also suggest that the TBLT method, as a constructivist practice, is a better way for English language teaching and has involved practices that are desired in a modern educational context when compared to the traditional teaching method of the English language.</p>

<p> The responsibility of ensuring that students are educated both academically and socially lies squarely on the shoulders of California K-12 public school district superintendents and the dominating presence of technology in everyday life necessitates that district superintendents lead a digital-age learning culture within their districts. The purpose of this survey study was to investigate and describe strategies utilized by California K-12 public school district superintendents to create, promote, and sustain, a digital-age learning culture as operationalized in the International Society for Technology in Education Standards (ISTE) for advancing digital-age leadership. A second purpose of the study was to investigate what these superintendents perceive to be the greatest challenges related to leading a digital-age learning culture and what they believe is needed to address the challenges.</p><p> A survey was administered online to the census population of 1,051 California K-12 public school district superintendents. The survey consisted of 3 background questions, 5 quantitative-based questions and 2 open-ended qualitative questions. Ninety two superintendents responded to the survey.</p><p> Analysis and interpretation of the data resulted in the following conclusions: (1) The superintendent's leadership for developing and stewarding a shared vision for technology-supported learning for all students is key. (2) Translating a vision for a digital-age learning culture for all requires superintendents to: a) prioritize funding, b) provide educators with access to current technology, and c) promote continuing learning opportunities. (3) Promoting collaboration about the use of technology within the district is another key. (4) Superintendents need more funding than currently exists in order to provide current technology, access to technology services, and professional development for educators; and, (5) There is a need for a statewide vision among state leaders, district leaders, and technology industry leaders.</p><p> Based on the findings of this study, it is recommended that superintendents need to develop a clear vision, place heavy emphasis on professional development, and collaborate with the community to make funding the utmost priority.</p>

<p> Being able to read proficiently is a critical skill all students must master in order to graduate from high school, pursue postsecondary learning opportunities, and secure employment. English language learners (ELLs) are a group of students at risk for leaving school without becoming proficient readers. Repeated reading has been identified through the literature as a promising approach for remediating reading difficulties for adolescent ELLs with reading difficulties (Denton et al., 2004; 2004; Hawkins et al., 2011; Malloy et al., 2006; Tam et al., 2006; Valleley &amp; Shriver, 2003). Repeated reading been shown to increase students' reading fluency and in turn their comprehension, and vocabulary instruction is considered an essential component of instruction for ELLs. </p><p> The main purpose of this study was to extend the literature and investigate two components of reading intervention for adolescent ELLs with reading difficulties: fluency instruction and vocabulary instruction. Specifically the study examined the following research questions: (1) What is the impact of a repeated reading intervention on the reading fluency, accuracy, and reading comprehension of adolescent ELLs with reading difficulties? (2) What are the additive effects of vocabulary instruction, in conjunction with the repeated reading intervention, on the reading fluency, accuracy, and reading comprehension of adolescent ELLs with reading difficulties? </p><p> <b>Summary of Study Design and Findings</b> A single case ABCBC multi-treatment design was used to investigate effects of repeated reading over no intervention (baseline) and the additive effects of vocabulary instruction for three adolescent ELLs with reading disabilities. The repeated reading intervention phases consisted of adult modeling, error correction, feedback, and practice reading expository passages. The repeated reading + vocabulary instruction phases added direct instruction of six vocabulary words found in the passage. </p><p> Overall findings indicate that ELLs with reading disabilities benefit from repeated reading interventions but respond differentially to the addition of vocabulary instruction.</p>

Thesis (Ed.D)--Baylor University, 2007. / Includes bibliographical references (p. 158-166).

Thesis (Ed. D.)--West Virginia University, 2008. / Title from document title page. Document formatted into pages; contains xiii, 223 p. : ill. Includes abstract. Includes bibliographical references (p. 195-203).

Thesis (Ed.D.)--University of Delaware, 2008. / Principal faculty advisor: Dennis L. Loftus, School of Education. Includes bibliographical references.

Thesis (Ed. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 225-238).

Thesis (Ed.D.)--University of Delaware, 2007. / Principal faculty advisor: Primo V. Toccafondi, School of Education. Includes bibliographical references.

These (Ph.D.)--Northcentral University, 2008. / Title from PDF title page. Available through UMI ProQuest Digital Dissertations. Includes bibliographical references (leaves 111-119). Also issued in print.