Matching Items (3)
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- All Subjects: Teachers
- All Subjects: Systems science
- Creators: Garcia, David
Description
This thesis investigates the environment of support for reclassified English Language Learners (RCELLs) in Arizona schools. Arizona English Language Learner (ELL) policy and pedagogy have been the subjects of research nationwide; many studies demonstrate that ELLs struggle before, during and after participating in Arizona ELL programs (Lillie et al. 2012; Roa 2012; Garcia, Lawton & de Figuieredo 2012; Office of Civil Rights 2012). Despite evidence that the achievement gap between RCELLs and mainstream students is not closing, little information is available about additional language support that RCELLs might receive in mainstream classrooms. This thesis addresses that void of information through: 1) A literature review of the framework of RCELL support, as outlined by the Arizona Department of Education and relevant studies, and 2) a study of teacher and principal opinion about support components for RCELLs and whether such support is adequate. Study findings present that teachers and principals generally believe RCELLs are well-supported, in terms of both the availability and quality of study-defined support components. Yet there is only weak consensus among teachers that support components are adequate. Additionally, teachers' knowledgeability related to important RCELL support components is low, undermining the reliability of teacher responses. The disconnect between participants' optimistic perceptions of support and the external evidence of low RCELL achievement is rationalized by two conjectures. The first is that teachers are not knowledgeable about RCELL support components and cannot accurately gauge the quality of such support. The second is that existing support components are effective at assisting RCELLs with English learning but are not sufficient to close RCELL academic content achievement gaps.
ContributorsKelly, Cary Shepherd (Author) / Garcia, David (Thesis director) / Garcia, Eugene (Committee member) / Seleznow, Steven (Committee member) / Barrett, The Honors College (Contributor) / Department of Economics (Contributor) / W. P. Carey School of Business (Contributor)
Created2014-12
Description
Teacher mobility is a policy issue that affects students and school across the country. Despite a long-standing body of research related to teacher mobility, relatively little is known about how teacher-school pairings affect teachers’ decisions to stay at or leave their schools. Therefore, this study tested a model of teacher-school fit with a focus on the value that teachers and principals place on standardized test scores. Survey responses were collected from 382 K-8th grade public school teachers from 22 schools in two school districts. The results show that teachers who placed higher values on standardized test scores reported slightly higher levels of teacher-school fit and were slightly less likely to leave their schools within five years. Additionally, teachers’ self-assessed teacher-school fit showed a strong, positive relationship with teacher retention. These findings suggest that a better understanding of the factors that affect teachers’ sense of teacher-school fit may help reduce teacher mobility.
ContributorsVagi, Robert (Author) / Garcia, David (Thesis advisor) / Hermanns, Carl (Committee member) / Ida, Masumi (Committee member) / West, Stephen (Committee member) / Arizona State University (Publisher)
Created2017
Description
This study examined perception of K12 schooling systems as experienced by a randomsample of adults in Phoenix, AZ. It explored whether the values purported as key factors
in the American K12 schooling system - as presented in academic literature - were compatible with the lives, interests and goals of ‘users’, student-participants. In addition, it offered opportunity for post-K12 student-participants to share their views on the purposes, goals, and outcomes they held to be important. The sample consisted of 139 post-K12 stu-
dents/individuals residing in Phoenix, AZ. Mean age of student-participants was 29. Results indicated a mismatch between purported K12 schooling goals and important outcomes embedded in the system and values held by the K12 student-participants. The participants in this research generally perceived K12 schooling as valuable, both to themselves and to society at large, but stressed that the deficiencies they perceived in the system were particular to delivery platforms as they relate to the learning styles of students and belonging. Future life skills and success - in and after K12 schooling - whether related to college or not were also of importance. Results revealed that the initial hypothesis of income, age, and ethnicity as
key factors in satisfaction with K12 schooling was not borne-out. Rather it revealed that a sense of belonging and the suitability of learning platforms to the individual learning styles of students were of greatest significance.
ContributorsParker-Anderies, Margaret (Author) / Janssen, Marco (Thesis advisor) / Garcia, David (Committee member) / Mishra, Punya (Committee member) / Arizona State University (Publisher)
Created2022