The Every Student
Succeeds Act (ESSA) has replaced No Child Left Behind (NCLB), and many changes
were made to offer more flexibility for English language learners (ELLs).
Historically, teachers have not been well informed of the changes made to the
specific requirements of educational policy despite being at the frontline to
implement these changes in their classrooms. This mixed methods study includes
the development of a comprehensive online survey to investigate how aware
Indiana teachers are of the ESSA specific requirements for ELLs and the results
of the survey completed by 46 teachers. For the analysis of the survey data,
both statistical analysis and visual analytics were employed. Findings suggest
that the teachers were not highly informed of the specific requirements of ESSA
for ELLs, as well as were not adequately prepared to teach and assess ELLs
under ESSA. Accordingly, very few teachers reported that they have made changes
to their classroom instruction and assessment practices that would be beneficial
for ELLs under ESSA. This study reiterates that the effectiveness of federal
educational policy should be examined at the classroom level and suggests that
the first step should be to clearly inform the classroom teachers by offering
district level professional development, which includes a summary of the
changes resulting from NCLB to ESSA. The study further highlights that without
informing Indiana teachers of the changes made in federal educational policies,
the shift from NCLB to ESSA will be nothing more than a renaming of the
Elementary and Secondary Education Act. Hence, the study underlines that only
when these changes are implemented at the classroom level through teachers, all
students, including ELLs, will benefit from these new policy changes under ESSA.
| Identifer | oai:union.ndltd.org:purdue.edu/oai:figshare.com:article/14498082 |
| Date | 06 May 2021 |
| Creators | Wan Hee Kim (10712031) |
| Source Sets | Purdue University |
| Detected Language | English |
| Type | Text, Thesis |
| Rights | CC BY 4.0 |
| Relation | https://figshare.com/articles/thesis/ECOLOGICAL_INFLUENCES_ON_TEACHERS_UNDERSTANDING_OF_THE_EVERY_STUDENT_SUCCEEDS_ACT_AND_ENGLISH_LANGUAGE_LEARNERS_AN_EXPLORATORY_SEQUENTIAL_MIXED_METHODS_STUDY/14498082 |
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