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Factors Affecting The Implementation of Sheltered Instruction Observation Protocols For English Language Learners (Summary)
Factors Affecting The Implementation of Sheltered Instruction Observation Protocols For English Language Learners (Summary)
ABSTRACT
This article summarizes a sequential mixed methods case study of the influence
of teacher attitude on the implementation of Sheltered Instruction Observation
Protocols (SIOP). The study explored how those attitudes affect the program’s
effectiveness. The qualitative component of the study was used to identify two
comparison groups of teachers and the quantitative component used
independent sample t tests of reading and math exams to compare the academic
performance of students across the two teacher groups. While the results of the
t tests, comparing mean academic performance, were not statistically
significant, the findings demonstrated a slight advantage to those students who
were taught by teachers with more positive attitudes toward the SIOP model.
The social change implications include improved academic performance of ELL
students by informing school leaders’ decisions about meaningful professional
development, customizing curricula, building awareness among course
developers in teacher preparation institutions about the needs of second
language learners, developing current and meaningful program offerings, and
promising delivery practices for teachers.
Introduction
20
Carlos Trevino Calderon & Ernest Zamora 21
Research Questions
Literature Review
The key ideas and terms for this literature review included:
school reform, effective bilingual and ESL programs, teacher attitude
toward ELLs, program implementation resistance, change
management, leadership support, role of leadership in school change,
organizational health, and effective schools. These areas of interest
evolved into three distinct themes. The first of these themes is
organizational health and school climate, focusing on the particulars
that form the culture of a school including: norms, values, rituals,
beliefs, and traditions. School culture was further researched to find
how it impacts the dynamics of interacting and teaching ELLs. The
second theme was how teacher attitudes, perceptions, and expectations
can affect the delivery of instruction and the effectiveness of those
efforts on student performance and achievement. The third theme
related to instructional support and practices for ELL students and the
effectiveness of those strategies in promoting achievement and success
for the targeted population.
Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/Assessment
Methodology
Results
The teacher accepts that the LEP student is coming into the
educational arena with issues that are going to present obstacles but
that does not mean that the teacher will have a less positive perception
or lower expectation of the student. For example, Teacher 2 said,
“They have special needs and I have to do whatever it takes to help
them be successful.” Again, this statement demonstrates recognition
that there are going to be issues and difficulties when working with
this population but that those barriers are not impenetrable. That frame
of mind contrast completely with what can be surmised when Teacher
3 said that working with ELLs was, “Very hard, harder I think than
working with regular students.” Even the use of the term “regular
students” to refer to non ELL students implies that something is not
“right” with them and maybe that’s why they can’t achieve.
The results suggested that five of the teachers had attitudes and
perceptions that were not as positive, in regards to the SIOP Model
and ELL student’s ability to be successful, as the other seven teachers.
They were also not observed to implement the SIOP strategies as
consistently as the other teachers. These five teachers were grouped
and labeled ProALT. The other seven teachers demonstrated
themselves to have a more accepting attitude towards the SIOP Model
and were observed to implement it with more fidelity to design. They
also related a more positive and caring attitude towards ELL students
along with a sturdy belief in their ability to be a positive force in the
lives of their students. Consequently, they were included in the group
labeled ProSIOP.
hypothesis is retained.
Recommendations
Conclusion
References