Data Analysis

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. 

  1. 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%).

  1. 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.

  1. 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
  1. Grades taught (K, 2nd, 3rd, 4th, 5th)
    1. One kindergarten teacher
    2. One second grade teacher
    3. Two third grade teachers
    4. One fourth grade teacher
    5. 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:

Providing Visuals

Taking Notes

Paraphrasing

Schema/Prior Knowledge

Evidence of Instructional Techniques:

Independence

Self-paced work

 

Reflection

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.

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Research Week 3: Analytic Memo

I have all of my interviews completed and will be finishing up my observations this week. I already have a lot of field notes and data, it is the coding pieces I am struggling with. I have begun to look at my field notes to find more consistent patterns. I am seeing a lot of independence among the students, as well as the need for visual aids and some paraphrasing. However, almost all of the students I am observing are very fluent in English, making it much easier for the classroom teachers to teach them. They all have said they do not have to make many accommodations for their ELLS because they are so strong in most all subject areas. The common struggle many students have is in writing. That is when teachers use paraphrasing and visual aids to offer further assistance.

I will finish my memo and post it soon.

 

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Research Progress

Well I am happy to say I have all of my consent forms, but one! I contacted my  colleague who has not turned in theirs, hopefully I will have that by the end of this week. I have also met with all of my participants to go over what I need from them and what is expected for my research.

I began my classroom observations this week; I have two completed, with another tomorrow during my planning. I am already seeing common patterns with the ELLs and the mainstream instructor: most of our ELLs are close to being tested out of our program, however most all of the classroom teachers have no ESL training.

 

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Research Progress

This week I am finalizing my observations. I have met with 3/6 of my participants to go over what I need from them. I have conducted 2/6 of my interviews.

It has been a busy week for my colleagues so it has been more challenging to get observations and interviews completed. I am hoping to get my interviews completed next week.

I have 3/6 of my consent forms. I will deliver a second consent form if I have not received the rest of them by next week.

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Mexico

Another great prevention, using Smore, about Mexico. Check it out!

https://www.smore.com/sn438

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Iraq

This is an awesome resource that a group member introduced to me from EDU 587. It is called “Smore” and is a way to present information. I will be using this with my students!

https://www.smore.com/n0yzz

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Cuba

A video created by a member of my group from EDU 587. It is about Cuban diversity and culture.

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Guatemala

I am sharing this video from a classmate. It is about the history and culture of Guatemala.

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Video on Costa Rican Culture and History

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Costa Rican Overview

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