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ERIC Number: ED560379
Record Type: Non-Journal
Publication Date: 2014
Pages: 87
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3033-8342-7
An Evaluation of Two English Language Learner (ELL) Instructional Models at School District ABC: Pull-In and Push-Out
Lloyd, Sonya LaShawn
ProQuest LLC, Ed.D. Dissertation, Walden University
Providing academic assistance to English Language Learners (ELLs) is varied and often ineffective. The purpose of this causal-comparative study was to determine if there was a relationship between 9th grade students' performance on the High School Graduation Exam (HSGE) in reading and language and the Push-in and Pull-out models of instruction. Guided by Cummin's theory, which holds that there is a common underlying proficiency between languages, archived data were collected from 106 9th grade ELL students over a 1 month period using the HSGE score sheets. An exploratory data analysis was implemented to compute descriptive statistics for each comparison group and 2 "t" tests of statistical significance were conducted. Results indicate that there was no significant difference by instructional model type in ELL performance on the HSGE in either reading or language. A project was designed in the form of professional development training for school district teachers to explore research-based interventions that align with state and district standards. These trainings will assist teachers in developing skills and expanding knowledge that will provide them with a better understanding of how to assess an ELL's language development. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education; Grade 9; Junior High Schools; Middle Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A