|TITLE:||SIOP IMPACTS EOC HISTORY TESTING SCORES, A LOOK AT THE NUMBERS|
|PRINCIPLE INVESTIGATOR:||BRUNER, III, WILLIAM|
EDUCATION MAS: TESOL
File Created: July 11, 2013|
Department Chair Action Date: July 11, 2013
Current Status: Expedited Approval Granted
Action Date: July 11, 2013
Approval Expiration Date: July 11, 2014
|Confidentiality||Data are linked to individuals.|
STATEMENT OF PURPOSEThe study that I will be conducting will be most beneficial to medium sized to small school districts that are struggling to help English Language Learners to achieve better grades and test scores. The school district that I work for treats ELL students as special education students by “mainstreaming” or putting them in regular classes with a paraprofessional at their side to help them instead of as students that need instruction in learning a second language. By studying the first hand effects of the SIOP Model, as developed by Debra Short and Jana Echevarria, in our school district the data will reflect the effectiveness of the SIOP Model and help guide our school board when making policies that directly affect our ELL students.
STATEMENT OF RESEARCH METHODOLOGYThe test group will consist of approximately 10 English Language Learner students. I will teach them U.S. History using the SIOP Model which sets language goals for learning in addition to content goals as set by state standards. Students will be taught using these methods in addition to regular teaching methods. The students will be asked to participate in a regular classroom setting and will not be expected to do any additional work when compared to Native English Speakers in non-SIOP Classrooms. These students will be given the same assignments and tests as every other U.S. History Student at the school.
ANTICIPATED RISKS AND BENEFITSThe students participating in the study will be subjected to all of the same school assignments and test as those students not involved in the study. The only difference will be how the assignments are explained and how the material will be taught by the teacher (myself). I cannot foresee any risks other than those already present in a school environment.
SUBJECT SELECTIONThe test group has been selected based on English Language Learners who scored at or below a composite score of 4 on the ACCESS Test for English Language Learners and selected to be in the U.S. History for English Language Learners. The students from the control group will also be English Language Learners who scored at or below a composite score of 4 on the ACCESS Test for English Language Learners but wanted to take a standard U.S. History Course.
CONFIDENTIALITYI will collect test scores through our schools database. This information is protected by a Login ID and a password. You must have special permission from the district to obtain access to English Language Learners information. I will be able to assign code letters to individual students so that no names will occur on the data sets I am working with.
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