This mixed methods study investigated second through fifth grade teachers’
perceptions of Curriculum-Based Readers Theatre (CBRT) as a relevant approach for
teaching English Language Learners (ELLs). Quantitative survey data were collected
from 18 teachers who worked at the school with the largest population of ELLs in a large South Florida school district. The surveys investigated teachers’ current use of ESOL instructional strategies prior to participating in a CBRT professional development session as well as their ability to identify ESOL instructional strategies embedded within the approach after professional development and classroom implementation. Qualitative data were collected in the form of interviews and discussion board transcripts from eight
participants, who were also members of a school-based Readers Theatre Professional
Learning Community (PLC). Transcripts were used to investigate how participants
implemented CBRT in their classrooms as well as how they described their identification
and application of ESOL instructional strategies during implementation. The impact of PLC participation on CBRT implementation and identification of ESOL instructional
strategies was also investigated. The findings indicated that participants recognized various ESOL instructional strategies embedded in the CBRT approach. In addition, data indicated that participants viewed CBRT as an effective means for delivering various ESOL instructional strategies. Both quantitative and qualitative data analysis led to similar conclusions and revealed that CBRT incorporates various ESOL instructional strategies that are recognized as effective for teaching ELLs. Teachers reported using CBRT at various points during instructional units and across all content areas. Implications and suggestions for future research are offered for the instruction of ELLs, the benefits of CBRT and other similar approaches, the design of school-based professional development, and the infusion of ESOL instructional strategies within teacher education and inservice professional learning experiences. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2013.
| Identifer | oai:union.ndltd.org:fau.edu/oai:fau.digital.flvc.org:fau_13264 |
| Contributors | Uribe, Samantha N. (author), Burnaford, Gail (Thesis advisor), College of Education (Degree grantor), Department of Curriculum, Culture, and Educational Inquiry |
| Publisher | Florida Atlantic University |
| Source Sets | Florida Atlantic University |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation, Text |
| Format | 232 p., Online Resource |
| Rights | All rights reserved by the source institution, http://rightsstatements.org/vocab/InC/1.0/ |
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