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ERIC Number: ED515969
Record Type: Non-Journal
Publication Date: 2009
Pages: 118
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1097-1074-8
ISSN: N/A
The Impact of Professional Development on Literacy Achievement of Kindergarten Hispanic English Language Learners
Fizer, Selena E.
ProQuest LLC, Ed.D. Dissertation, Bowie State University
The number of English language learners (ELL) across public schools in the United States continues to rise (Brice & Roseberry-McKibbin, 2006). However, teacher preparation for these students is not growing (McKeon, 2005). This quantitative study explored the relationship between teacher professional development and literacy achievement of Kindergarten Hispanic English Language Learners (ELL). Literature was reviewed in the areas of historical background and policies of ELL, Cummins's Second Language Acquisition Theory, research on literacy achievement of ELL, and teacher professional development and interventions for teaching ELL. Four research questions were examined: (a) how does teacher inservice professional development relate to Fall 1998 literacy achievement of Kindergarten Hispanic ELL?; (b) how does teacher inservice professional development relate to Spring 1999 literacy achievement of Kindergarten Hispanic ELL?; (c) what is the relationship between teachers completing ELL courses for professional development and Fall 1998 literacy achievement of Kindergarten Hispanic ELL?; and (d) what is the relationship between teachers completing ELL courses for professional development and Spring 1999 literacy achievement of Kindergarten Hispanic ELL? Secondary data was utilized from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K). The sample population of students was 3,762 Kindergarten students that were identified as Hispanic ELLs. The sample population of teachers was 2,811 teachers who attended three or more inservice training days and 1,519 teachers who completed one or more ESL college courses. The statistical method of a t-test was used to analyze the data with a 0.05 statistical significance. The findings from this study were: teachers who attended three or more inservice trainings for the 1998-1999 school year impacted Kindergarten Hispanic ELLs' Fall 1998 and Spring 1999 literacy scores compared to those teachers who did not attend three or more inservice trainings for the 1998-1999 school year; and teachers who completed ELL college courses impacted Kindergarten Hispanic ELLs' Fall 1998 and Spring 1999 literacy scores compared to those teachers who did not complete ELL college courses. The results of this study apply to state education agencies, policy makers, educational administrators, educators, and students. Recommendations for practice are included. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey