Articles Summary: Carlos Trevino Calderon And Ernest Zamora (Article Sample)
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Article one: Factors Affecting the Implementation of Sheltered Instruction Observation Protocols for English Language Learners
Carlos Trevino Calderon and Ernest Zamora
The article examines the effect that a teacher's attitude has on the Implementation of Sheltered Instruction Observation Protos (SIOP). In the study, the researcher observes how the teacher's attitude affect the effectiveness of the SIOP program for English learners. The research focused on underperformance by students who were learning English and has another language as their native language and the dormant means of communication. To do so, the research uses the SIOP model to establish the extent that a teacher's attitude had on the effectiveness of the strategies as well as long-term performances that English Language Learners(ELL) acquire. Findings from this research offer insight to schools and school districts by providing useful information for use while planning on staff development, modifying curriculum and adjusting institution's support and when developing support paradigms to ensure they are sensitive to learners needs.
Research Methodology, Methods
For the article, the researcher used students and teachers from a small school district. According to (Carlos & Ernest 2014) the school has about 29.4% student of Hispanic descent and were classified in English Language Learners(ELL). The student participants were from 5th grade, qualified as ELL and sampled from four elementary schools with their teachers. The study consisted of 222 students and 12 teachers and used nonprobability, purposive sampling.
The study focused on observing causality and meaning and hence utilized both qualitative and quantitative methods. The methodology approach used was mixed methods and it included collecting data and performing its analysis. The data was collected using a combination of classroom observation, interviews, documents, surveys and data acquired from Data management for Assessment and Curriculum (DMAC). DMAC provided solutions from software suite that the district uses for managing the curriculum and enhancing data assessment (Carlos & Ernest 2014).
Summary of Research Results
The researcher designed both quantitative and qualitative question for the research. Information collected from both approaches were analyzed to deduce whether or not there is a significant relationship existing between the academic performance of student participants in the specific groups. The first stage gave information regarding teacher's attitude with a highlight that it is possible to influence teachers attitude as proposed by the SIOP model. The second stage analyzed assessment data to establish if there is a relationship between a positive teacher's attitude towards the SIOP model and a higher numbers of ELL students performing well in exams. The combination of these two approaches gave insight into some reasons that affect the success of ELL program whether positively or negatively. The results from both approaches indicated that students who are instructed by teachers with positive outlooks to SIOP model recorded a slight improvement compared to students who were instructed by teachers will less positive attitude towards the program. However, (Carlos & Ernest 2014) reported that findings indicate that this factor isn't sufficient to make statistical significance. The combining of both quantitative and qualitative data provided the study with triangulation and hence the study scores higher in credibility and validity tests.
Article two: Early Childhood Teachers Reconstruct Beliefs and Practices Through Reflexive Action
Maru Riojas-Cortez, Iliana Alani's And Belinda Bustos Flores
The article focuses on the impact of different dynamics in teaching practices that are used in classrooms on a daily basis. The article is findings of a cohort study involving five bilingual researchers who were enrolled to practice and test their theory on teaching and learning. The cohort was working with learners in an early childhood graduate program. The teachers were conversant with reflection and continuous dialogue practicing their theory and at the same time developing the theory from field observations and advancements. In their study, these teachers were interested in articulating ongoing transformative processes that early childhood teachers go through before developing a sustainable experienced professional.
The study was carried out in a school district in south-central Texas. Ac
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