Identification of English Learners in the Perceptions of ESOL Resource Teachers

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dc.contributor.advisorRhoades, Thomas
dc.contributor.advisorCoit, Tammi
dc.contributor.authorDuracka, Juraj
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2020-05-18T16:41:56Z
dc.date.available2020-05-18T16:41:56Z
dc.date.issued2020-05
dc.description.abstractIn this descriptive study, the English Learner (EL) identification process in one of the Maryland public school districts was reviewed and evaluated through the lens of ESOL instructional or non-instructional staff members. In order to describe what EL identification practices are required by the law, how the implementation works in schools, and how can the implementation in a school be improved, this study considers literature and resources published between 2005 and 2020. All participants were presented with information on the approved state and district-wide practices. Subsequently, the participants were asked to reflect on those practices and provide their perspective. Through the interview process, they were asked to identify critical steps in the EL identification process at the school level, evaluate each school’s implementation, and identify factors which make school implementation effective or hinder it. Numerous findings of interest from the interviews and implications are discussed in the combined chapters IV and V. This study suggests that it would be beneficial to collect perspectives of ESOL staff members from multiple school districts and to collect information on the process from the perspective of the front office personnel. Expanded perspective might bring more clarity on the content, format, and timing of the most relevant professional development needed in order to improve the implementation of the EL identification process in public schools.en_US
dc.format.extent47 pagesen_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/m29sdh-fjfo
dc.identifier.urihttp://hdl.handle.net/11603/18658
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectEnglish learners (EL)en_US
dc.subjectEL registration and identification processen_US
dc.subjectTitle IIIen_US
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleIdentification of English Learners in the Perceptions of ESOL Resource Teachersen_US
dc.typeTexten_US

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