Increasing Confidence in Teaching ELs

Through Short Burst Training Units

Heike Rdenauer Dipl.
ruedenau@unlv.nevada.edu SP (FH), M.S., M.Ed. & Brett E. Greenwald, M.Ed. greenwa9@unlv.nevada.edu
University of Nevada, Las Vegas

The Challenge Methods Potential Outcome #1

Participants Setting 8, 9, 12, 16

The Challenge Teaching staff Public elementary schools SBTUs will increase
Pre K-5th grade Pre K-5th Grade
For ELs For Teachers Special educators Urban school campus
teacher confidence in
Hypothesiz
General educators High EL population ed instructing EL students:
Fastest Growing
Group in U.S.
Often
Struggle
Academically
Benefit from
Linguistically
Sensitive
Teacher Preparation
for EL Instruction


Teachers of EL students
With or without TESL
High percentage of students from low
income background
Outcome SUCCESS!
Schools 23,22,
High representation of Els in special
1, 22, 23
Instructions
17, 18, 32
endorsement
education Increased teacher skills
Vary from Often
5th largest school district in the in evidence-based EL
country
State to
State 25
Limited
instruction
29, 34, 35

Increased positive
Research Question Long Term
academic outcomes for
Can we increase the confidence Research Tool: Teacher Confidence Scale (TeCS) TT Goals ELs
of teachers who teach EL TeCS adapts: Social Validity eeCC Decreased inappropriate
referrals of ELs to
students with an SBTU? Bandura (2006) to provide guidance for creating a teacher self-efficacy scale3.
1. Prior needs assessment on the
target campus SS special education
Goddards (2002) 21-point scale for collective teacher efficacy
. Teachers perceived needs
. Review
14. accountability reports and EL Potential Outcome # 2
Theoretical Framework Tellez & Manthey (2015) to measure teachers perceived self-efficacy
outcomes
. Review Schoolof teaching
Improvement
. Classroom observations
Plan EL
Results show no
measurable effect of the
students against their perceptions of the collective efficacy of2. Prior
thereview
siteof31.literature: intervention
Bandura's Social Cognitive Theory . Academic outcomes of EL students
TeCS TeCS measures: . Misrepresentation of ELs in special Adjustments to research design
Bandura's Teacher Self-Efficacy Scale education
2, 3, 13, 14, 31
Goddard's Measurements of Collective Level of self-confidence within teachers of EL students as well as the comparison of self-
3. Impact-evaluation
. Social validity questionnaire embedded in Review needs assessment and
Efficacy efficacy vs. collective efficacy of the teaching staff as a whole post-survey social validity
Theories of Second Language
Acquisition
Teacher attitude toward their school site and the population of students.
Expand research to other
STBU WIDA Framework
TESL Theoretical Foundations
Intervention: Short Burst Training Unit Cycle (SBTU-Cycle)
Understanding geographic locations
20, 26
Social Justice Framework SBTU English Implement a Peer Observation
Increasing and coaching Model (POM)
various Extensive Language
Academic
Previous Research Coachin
topics
30
Vocabulary Conversations
Proficiency Scores
Limitations
Instruction
34,36

TeCS SBTU Minutes

1,4,6,7,11,15,17,24,27,35,36

Measuring Teacher
Attitudes 2, 3, 13, 14, 31
Improving EL Outcomes
g
throug
Practice Creating a Interpreting EL Convenience sample
5, 7, 15, 17, 19, 21, 24, 29, 32, 33, 35, 36
One 1,5,6,7,10,11,15,17,18,21,24,27,30,32,
classroom assessment results Small number of participants
h
Social Cognitive Theory- Increasing access to Week conversation
Developing
33,35,36
Learning through interaction curricular content by creating Instruct Focus on one geographic region
and modeling opportunities for practice and ors What to teach: culture Limited consideration of spurious variables
Teacher self-efficacy scales language application Intervention methods, text, and Activating higher language
Limited consideration for additional special
objectives
and measurement of self vs. Extensive vocabulary
target vocabulary order thinking
collective efficacy instruction
Feedba How to teach: Incorporating Differentiated education needs
Teacher attitudes and Increasing academic
ck from Peer discussion instruction Time and personnel limitations for coaching
confidence scales conversations motivation, cultural To what extent can findings be generalized?
Instruct Support activities and and assessments
Characteristics of positive Interpreting language relevancy,
and negative self-efficacy proficiency scores ors scaffolding collaborative Considering
When to teach: learning strategies performance indicators Implications for Future Research
Research Design sequence and
frequency and Can-Do
Pre-Post Survey Design 8, 9 Procedures Analysis of Post TeCS descriptors Incorpora
te any
Expand
research
new to
Quantitative elements Quantitative data analysis of Likert scale Expand
research suburban
and rural Explore
Needs findings regional
(5 point Likert scale) Assessment Pre-Test Intervention items: ANOVA
diversity
of teacher
settings
difference
Qualitative elements Qualitative data analysis of open ended population Can results s
be
(open ended attitude-questions) questions: coding, identify themes
Expand
diversity generalize
Expand
quantity
Analysis of d to other
Scan QR Code and find this Post-Test Results and Infer answers to the research question student
and
topics of
populatio settings SBTUs
Evaluation and
poster, references, and links to n
from the analyses 8,9 conditions?
resources here!
www.postersession.com