ResearchProposal.docx
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ResearchProposal.docx
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ResearchProposal
ResearchProposal
Limited-EnglishLearnersandComputer-basedReadingInstruction
HowDoLimited-EnglishLearnersInteractwiththePLATO?
ReadingProgram?
JennieL.VanDyk-Gibson
jennie@
ECOMP7008TechnologyInContext:
Examination,Inquiry,andReflectionsonPractice
Summer2005
ProfessorMaryAnnChristieBurnside
Limited-EnglishLearners&ReadingInstruction2
TheNoChildLeftBehind(NCLB)Actof2001requiresimprovementinreadingforallstudentsasmeasuredbyastandardizedtest.Thisineludesdemonstratedimprovementbyallsubgroups-includingLimited-
EnglishLearners.Eachyear
approximately35percentofmyclassislabeledLimited-English
Learners.Thesestudentsareacquiringabaseknowledgeofthelanguageofinstructionwhilestrivingtomeetgrade-levelexpectations.
ThestateofIdahorecentlypurchasedthePLATO?
Learningcomputerized-
instructionprogramforusebyallstudents.ThisprogramincludesthePLATO?
BeginningReadingprogramandPLATO?
ReadingExplorations.Thecoursewareincludesavarietyofintegratedmultimediatools,
extensionactivitiesandresourcesthatpromotestudentinteractionwiththecomputer.Theseprogramsfocusonreadingcomprehensionstrategies.TheyarealignedwithstandardsidentifiedbythestateofIdaho,theNationalReadingPanel,theNationalInstituteforLiteracyandtheUnitedStatesDepartmentofEducation.
Allstudentsareexpectedtoworkindependentlyonthiscomputerized-readingprogramatalevelthatisdeterminedbyusingtheresultsfromastandardizedtest,theIdahoStateAchievementTest(ISAT).Thepurposeforstatewideuseistoincreasestudenttestscores.
LiteratureReview
ThousandsofnewsecondlanguagelearnersenterAmericanschoolseachyear.TheseareaddedtothemillionswhoarealreadyattendingschoolsintheUnitedStates.Someofthesestudentsareimmigrantsfromnon-Englishspeakingcountries;somearecitizenswhoresideinhomeswhereEnglishisnotspoken.Somestudentsenterschools
Limited-EnglishLearners&ReadingInstruction3
withcontentknowledgeandworkatacquiringEnglish.OtherstudentsenterschoolswithneithercontentknowledgenorEnglishlanguageskills.
Thechallengeforclassroomeducatorsistoassiststudentswithlanguageacquisitionwhileteachinggrade-levelcurriculum.
Researchintheareaoflanguageacquisitionindicatesthatthisacquisitionisgradualandbestachievedinasettingwhereteachersprovideanenvironmentthatexposesstudentstounderstandablemessages,createaclassroomwherestudentssolveproblemsandproduceprojectswhichsupportlanguagedevelopmentbyprovidingauthenticreasonstocommunicate,andmaintainastress-freesettingtopromoteagreaterleveloflearning(Herrell,Adrienne&Jordan,Michael:
2004).
Technologyinaclassroomcansupportimprovedacademicachievementbyaidinglanguageacquisitionineachofthethreeareas.
Technologybyitsnatureallowsstudentstorepeattasksand/orinstructionsondemand.Ifstudentsdon'tunderstandsomething,they
canrepeattheinstructionsor
continuesearchingtodiscoveranswers.
Integratingtechnologyinameaningfulwaycreatesaclassroomthatcanmovefromtraditionaltoconstructivistinlearningapproach.Whiletechnologyisnotnecessaryforthistransition,itcanbeanimportanttoolincreatingaclassroomthatpromotesteacherasfacilitator,studentasproblemsolver.Asmoreauthenticlessonsaretiedtomeaningfulexperiences,studentsworkingeitherindividuallyorinteams,activelyexploreorsearchforanswers.Schoolworkbecomesmoremeaningful,motivating,andinteresting.
Limited-EnglishLearners&ReadingInstruction4
Authenticlearninghelpsstudentsconnectwithwhattheyarelearning.
Connectivityprovidesthemwithbackgroundknowledgeforlearning.
Collaborativeprojectsincreasetheopportunitiestopracticenewlyacquired
languageskills.
Acomputerprovidesinstantfeedbacktoitsusersinanonthreateningway.
Studentshaveagreateropportunitytopracticeskillswithoutconcernorembarrassment
aboutincorrectanswers.Students'assignmentscanbeindividualized.Theyprogressat
theirownspeed.Thisprovidesalessstressfullearningenvironment.Ifstudents'anxietylevelsarelower,theirlearningprocessesare
increased.Thisaidsintheiracquisitionofbothlanguageandgradelevelmaterials.
ThePLATO?
Readingprogramrepeatsinstructions,allowsthestudentsto
are
progressatthestudent'space,andprovidesactivitiesthatauthentic.Thelessons
featureverballyinteractivecomputeranimationandsubstantialstudentpractice.Studentsareplacedatinstructionallevelsbasedonastandardizedtestscore.Theenvironmentisdesignedtobenonthreatening.
ResearchQuestion
WhathappenswhenmystudentswhoareidentifiedasLimited-Englishlearners
engageincomputer-basedreadinginstructionthroughaprogramdesignedbyPLATO?
?
Thisisthecentralquestion;however,Iwanttousethisinquirytodiscover:
Whatdomystudentsdowhentheydon'tunderstandsomethinginthePLATO?
program?
HowdomystudentsinteractwitheachotherandwiththePLATO?
program?
Limited-EnglishLearners&ReadingInstruction5
HowdomystudentsfeelaboutusingthePLATO?
computerizedreading
program?
Mypurposeinconductingthisresearchistodeterminethevalueofusingthe
PLATO?
computerized-readinginstructionprogramwithLimited-Englishlearnersinmyclassroomanddiscoverwaystobetterassistthemastheyworkwiththeprogram.
Methodology
Participants
ThestudentsidentifiedasLimited-Englishlearnerscomeexclusivelyfromhomes
whereSpanishistheprimarylanguage.TheIdeaProficiencyTestisusedtoscreenlanguageproficiency.Studentsaretestedatthebeginning(oruponentryintotheschool)andtheendoftheschoolyear.StudentsarescoredusinglettersA-FaccordingtolevelofEnglishlanguageproficiency.ThelevelAisascoreforachildwhounderstandsand/orspeaksnoEnglish.ThelevelFindicatesfluencyinEnglish.MyreadingclassincludesstudentswithscoresofC,D,EandF.StudentsscoringaC,D,orEwillbeselectedforthisstudybecausetheydemonstrateafunctionalknowledgeoftheEnglishlanguage.EighttotenstudentswillbecloselyobservedwhileutilizingthePLATO?
programandquestionedforfeedback
Apparatus
Teacherjournals,videocameras,recordingdevices,parent/studentsurveys,and
testdatawillbeusedtocollectinformation.
Limited-EnglishLearners&ReadingInstruction6
Procedure
Teacherjournalingisimportanttothisstudy.Observations,trendsandpatternsfromthevideos,surveys,interviewsandclassroomobservationswillbenoted.Afocuswillbeonhowstudentsreactwhentheydon'tunderstandsomething.
AtthebeginningoftheyearIwillconferencewiththeprincipal,teamteachersandparentsofstudentstomakethemawareofmyproject.ThepermissionslipwillneedtobetranslatedintoSpanishandsignedatthefirstParent/TeacherConferenceinearlyOctoberwithatranslatorpresenttohelpexplaintheresearchprojecttotheparents.
InSeptemberIwillattendathree-dayconferenceonthePLATO?
Learningprogram.Thiswillhelpmebetterunderstandtheprogramandbecomemorefamiliarwithitscomponents.
Thestudents'scoresfromtheIdeaProficiencyTest,theIdahoStateAchievement
TestandtheIdahoReadingIndicatorwillbeavailableinearlyOctober.Testresultsarenecessaryforstudentplacementwithintheprogram.Thetestresultswillbereviewedatmidyearandattheendoftheyeartoidentifyprogress.
StudentsandparentswillbesurveyedinOctober,JanuaryandApriltosolicittheiropinionsaboutusingthePLATO?
computer-basedreadingprograms.ParentsurveyswilltakeplaceatParent/TeacherConferenceswhentranslatorsareavailable.
Video-cameraswillbeusedinOctober,JanuaryandApriltoprovideinsightintohowstudentsinteractwithboththeprogramandwithotherstudentsusingtheprogram.
ThePLATO?
readingprogramsprovidelimitedreports;however,theydotracktimespentoneachtaskandlevelofsuccess.
Limited-EnglishLearners&ReadingInstruction7
Implications
Mystudywillhelpmefocusonstudentpracticeswhileusingthisprogram.
WhatdoIobserve?
Theseobservationswillbethefocusforreflectiononmyteaching
practicesandthePLATO?
program.HowcanIbestfacilitatelearning?
WhatIlearnabouthowstudentsinteractwithcomputerizedcoursewarecould
helpmeunderstandhowtobestfacilitatelanguageacquisitionusingnon-courseware
technology.Isthecomfortlevelincreased?
Arestudentsmorewillingtoexplore?
Becausethisprogramwillbeusedbyallstudentsatmyschool,theobservations
madeduringmyqualitativeresearchstudycanbesharedwithotherteachers.
Observationsandinsightcanbetransferredtootherareasofmyclassroominstruction
andbenefitallstudents.
Limited-EnglishLearners&ReadingInstruction8
ReferencesCary,Stephen.(2000).WorkingwithSecondLanguageLearners:
AnswerstoTeachers'
TopTenQuestions.Portsmouth,NH:
Heinemann.Providesfundamentalinformationtoteacherswhoworkwithsecondlanguagelearnersintheformof
standalonequestionsandanswers.
Gibbons,Pauline(2002).ScaffoldingLanguage,ScaffoldingLearning:
TeachingSecond
LanguageLearnersintheMainstreamClassroom.Portsmouth,NH:
Heinemann.
HowtointegratetheteachingofEnglishwiththecontentareasoftheregular
curriculum.
Herrell,Adrienne&Jordan,Michael(2004).FiftyStrategiesforTeachingEnglish
LanguageLearners,2
ndEdition.UpperSaddleRiver,NJ:
Pearson.Supportfor
teachersintheformoffiftystrategiestouseintheclassroomtoincreasestudents
achievemen
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