This week I have finished up interviews and observations. I have continued analyzing data and finding common patterns and themes. I have realized as I have tried to find patterns and themes that I need to do some additional observations and find more relations to the WIDA and CAN Do Descriptors.
- 6 Participants (N=6)
- 3 were earning a Master’s Degree in teacher leadership; 3 were earning a Master’s Degree in literacy studies
- 100% female
Six adult educators participated in the exploratory study. All participants were female and have completed a Master’s Degree program at the University of the Cumberlands. Three participants have received their Master’s Degree as a teacher leader and three participants have received their Master’s Degree in literacy studies. All of the participants were planning to graduate at the conclusion of the course. I collected a Likert Study from each participant (100%) and a teaching experience questionnaire from all participants (100%).
- Years in teaching (N=6): 6 6 7 7 7 8
- Mean: 17.3 Range (6-8)
- Median: 7
- Mode: 7
Participants were generally in the early stages of their careers. The state of Kentucky requires its teachers to earn a Master’s Degree within the first five years of their training; hence, all participants in completed this requirement. The table below displays the years of teaching experience reported by participants.
- Subjects taught; Social studies, math, ELA, science, spelling, writing
- 100% reported teaching ELA
- 100% reported teaching writing
- 50% reported teaching social studies
- 50% reported teaching science
- 3% reported teaching spelling
- Grades taught (K, 2nd, 3rd, 4th, 5th)
- One kindergarten teacher
- One second grade teacher
- Two third grade teachers
- One fourth grade teacher
- One fifth grade teacher
- 100% taught in elementary school
The course included teachers on all levels of elementary education as well as all school subjects. All teachers included in this study are full time elementary educators in various grade levels from kindergarten to fifth grade. Out of the participants, 100% of the participants teach ELA and writing, 50% teach social studies and science, and 33.3% teach spelling.
While analyzing data, I discovered several common themes thus far: Accommodation Strategies and Instructional Techniques.
Evidence of Accommodation Strategies:
Evidence of Instructional Techniques:
I have noticed that many teachers do not need to use many accommodations. Most of the students are very independent and able to work at pace similar to their native-English speaking peers. The biggest target for all teachers is improving their writing. This is where paraphrasing and the use of visual aids offer assistance to ELL students. I have also concluded that even though teachers receive good feedback and support from the ESL specialist, they still lack the training required to apply best-fit teaching methods for the ELL students.
I need to do some additional observations to see teachers’ connections to WIDA standards.