Browsing by Author "Tong, Fuhui"

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    A Study of Successful Practices for Emergent Bilingual Students in Place ISD
    (2023-05-03) Garcia, Dimitri Daniel; Viruru, Radhika; Neshyba, Monica; Mathews, Sharon; Tong, Fuhui
    The purpose of this Mixed Methods Action Research (MMAR) study is to investigate the issue of Place Independent School District’s academic disparity between English learners (EL) and non-EL students in order to improve the quality of instruction and lessen this academic gap. There are three driving questions for this record of study, all of which lead to mixed methods, action research approach to understanding the academic disparity between El and non-EL students in PISD. This research included analysis of state data, surveys sent out to every reading language arts teachers, and teacher interviews. In the end, 10 participants from 5 of the 6 campuses participated in these semi-constructed interviews. The results of the interviews were transcribed yielded 500 individual units of analysis. These units of analysis had the four common themes of EL Student Need, EL Program, Future Program Needs, and Teacher Need. The final product is direct insight into a consistent narrative, where the biggest factors for ESL student outcomes go back to teacher accountability in the use of ESL-specific teaching methods, developing relationships between students and teachers, and changing the mindset of teachers to more receptive and positive in serving EL students. The results of this study indicate a need to reevaluate PISD’s bilingual program model at the primary grades and the content-based program model at the secondary grades. Program models and teacher responsibility need to be clearly defined for everyone. Survey results showed that teachers who serve in either program alone were unsure of what their campuses’ EB services and programs were. Furthermore, the ISD needs to review, then establish, common teaching expectations for EB students.
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    Academic Language Proficiency Development and Its Impact on Reading Comprehension: Within and Across Languages
    (2012-07-16) Spies, Tracy; Lara-Alecio, Rafael; Tong, Fuhui; Irby, Beverly J.; Pollard-Durodola, Sharolyn; McKenzie, Kathryn
    A path model of second language (L2; English) oral language and reading comprehension variables was tested on a sample of 100 Spanish-speaking English-language learners enrolled in a transitional bilingual program over a 3-year period. The data collected were a part of a longitudinal, federally funded experimental project entitled English Language and Literacy Acquisition (Project ELLA). The purpose of this study was (a) to test a path model on discrete L2 academic language proficiency variables on L2 reading comprehension, (b) to test a path model on discrete L2 academic language proficiency variables and L2 reading comprehension on L1 reading comprehension, and (c) to compare the influence of L2 language development on reading comprehension development in L2 and L1 between students enrolled in transitional bilingual education experimental (TBE-E) classrooms and those enrolled in the transitional bilingual education control or typical (TBE-T) classrooms. Results indicated the two groups did not differ significantly in their overall levels of achievement. However, striking differences were noted in how the academic language proficiency variables influenced reading comprehension outcomes. English listening comprehension, vocabulary, and grammar had significant influences on reading comprehension in the TBE-E group while English listening comprehension was the only predictor variable for the TBE-T group. Cross-linguistic transfer was established in the TBE-E group from English reading comprehension to Spanish reading comprehension whereas no transfer was detected in the TBE-T group. It is evident that high quality comprehensive ESL instruction develops academic oral language proficiency that contributes to effective reading comprehension while students continue to learn in their native language. However, in the absence of a high quality ESL instruction, students may develop academic oral language proficiency, but are ineffective in utilizing these skills for reading comprehension. It is also evident that time spent developing quality L2 reading comprehension influences L1 reading comprehension even though less time is spent in L1, suggesting cross-linguistic transfer from L2 to L1. More effective English skills coupled with effective native language skills suggests the TBE-E students have added cognitive benefits of bilingualism while the TBE-T students remain ineffective in using available language proficiency skills for effective reading comprehension.
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    Administrators' Perception of Implementation Fidelity in Secondary Literacy Response to Intervention: A Mixed Methods Study
    (2020-07-27) Ndiaye, Stephanie Love; Laub, James; Viruru, Radhika; Tong, Fuhui; Kelly, Larry
    The focus of the study was to examine the perceptions of administrators responsible for monitoring implementation fidelity in the Response to Intervention (RTI) program in secondary literacy. Using a mixed methods design, quantitative data were collected from a district administrator and from administrators on secondary campuses in a North Texas school district. Descriptive and inferential statistics were conducted on quantitative data to measure mean ratings and frequency distributions of scores. In addition, a Mann-Whitney U test was used to measure variances. While the sample size was too small to reveal statistical significance, the overall general impression of implementation fidelity in secondary literacy RTI suggested that practices were perceived on average as occurring as often as intended. The RTI practices closest to implementation fidelity were: universal literacy screeners, the use of data to identify at-risk students, and providing Tier 2 and Tier 3 interventions. The RTI practices occurring infrequently were actions related to data-based decision making, particularly for actions conducted by RTI teams (problem-solving teams). In addition, the overall results revealed a variance among the district’s secondary campus. Results provided strong evidence that levels of implementation fidelity were higher for middle school campuses in the district than high school campuses. To further examine the factors causing variances between secondary campus, the qualitative phase of the study was conducted with selected secondary administrators. Administrators were identified based on the results of quantitative data analysis and were interviewed to divulge perceived factors affecting implementation fidelity. Document analysis was also conducted to triangulate findings from interviews. The results revealed multiple factors that contributed to and hindered implementation fidelity among the district secondary campuses. The primary contributing factor was explicit policies, procedures and district supports from kindergarten through 8th grade. The primary barrier to implementation fidelity was the district policy allowing for “contextual flexibility” for high school campuses. Given the importance of adolescent literacy acquisition, the findings resulted in a recommendation for articulating RTI program policies, procedures, and district supports beyond middle school. Findings suggested a need for balancing explicit guidance and district supports with the contextual flexibility that is necessary to implement RTI programs on high school campuses.
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    Aligning the Next Generation Science Standards With Science Instruction for English Language Learners
    (2014-10-07) Macias, Rebecca; Tong, Fuhui
    Science is the lowest performed subject in all content areas nationally and in the state. Even more severe is that English language learners (ELLs) perform the lowest among all groups. Science concepts are introduced as early as kindergarten. In Texas students begin to be tested in science at grade 5 which is the grade this research will examine. When reviewing the state standardized assessment in science (i.e., STAAR) test scores for grade 5, compared to all the other core subjects, science is the only subject that has not had a change in test scores since the 2011-2012 academic school year. More specifically, the passing rate for last year’s science STAAR test was 73% and this number only decreases when reviewing upper grades test scores such as 8th grade whose passing rate was 70% (Texas Education Agency [TEA], 2011). Furthermore, studies conducted show that there is a significant gap in the science test scores of ELLs and non-ELLs where ELL students score lower on multiple choice exams (Settlage, Madsen, & Rustad, 2005). Due to the decline in science achievement, the Next Generation Science Standards were created. These science standards that have been developed are rich in content and practice and provide all students an internationally benchmarked science education. The purpose of this study was to conduct a case study so as to gain better understanding on how to incorporate NGSS, state curriculum, and ELP into science teaching to ensure ELLs will succeed in science.
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    An Alternative Oral Proficiency and Expressive Vocabulary Assessment of Kindergarten English Language Learners
    (2011-02-22) Walichowski, Miranda Fernande; Lara-Alecio, Rafael; Irby, Beverly; Durodola, Sharolyn; Tong, Fuhui; Goodson, Patricia
    The data used in this study were secondary, kindergarten data from a longitudinal, five-year, federal experimental research project: English and Literacy Acquisition (ELLA) (R305P030032). The overall goal of ELLA was to examine the impacts of two different programs (Bilingual and Structured English Immersion) on the performance of Spanish-speaking English language learners (ELLs) in grades K to 3. My first research question was to determine to what extent a curriculumbased measure could be developed and validated to measure oral proficiency and vocabulary knowledge among ELLs who are participating in a controlled oral language development intervention. In addressing validity the scores of the S4 were compared with the scores of the Woodcock Language Proficiency Battery - Revised (WLPB-R) and the IOWA Test of Basic Skills (ITBS) language and vocabulary subtests. The correlations were .283 to .445 and they were statistically significant (p<.01). The S4 underwent several iterations. With each iteration intrarater reliability improved (Kappa .817 to 1.00 and Cramer's V .330 to 1.00). Interrater reliability also improved (Kappa .431 to 1.00 and Cramer's V .616 to 1.00). The second research question was to determine to what extent teachers could use the Semantic and Syntactic Scoring System (S4) for the STELLA vocabulary fluency measure with minimal training to accurately assess students' vocabulary knowledge and oral proficiency. The teachers' Kappas ranged from .786 to 1.00 and Cramer's V from .822 to 1.00. On average they were able to score a given student measure in under 22 minutes. The third research question was to determine to what extent the Semantic and Syntactic Scoring System (S4) differentiates the level of knowledge regarding expressive vocabulary and oral proficiency of kindergarten students under two different program placements: enhanced Traditional Bilingual Education and the enhanced Structured English Immersion Program in comparison to the WLPB-R (language and vocabulary subtests). The S4 was able to distinguish between the control and experimental groups (unlike the other subtests); but was not able to distinguish program type (bilingual and structured English immersion).
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    AN ANALYSIS OF POLICY AND PRACTICES IN PREPARING CULTURALLY RESPONSIVE LEADERS
    (2021-07-20) Pugliese, Elisabeth Kathryn; Irby, Beverly J; Lincoln, Yvonna S; Tong, Fuhui; Torres, Mario S.
    University principal preparation programs develop school leaders entering into diverse and complex schools. This record of study is an examination of practices and policies implemented by university programs to prepare school leaders for culturally responsive leadership. It includes three journal-ready articles. The first journal-ready article was a systematic review of literature related to the practices of preparing pre-service and in-service school leaders for culturally responsive leadership. The second journal-ready article was a multiple case study of five university principal preparation programs’ practices for preparing culturally responsive leaders. The third journal-ready article was a policy brief that included results from both studies as well as recommendations for policy makers, program developers, and researchers. Findings indicated the literature on culturally responsive leadership preparation is limited. From the literature and case studies, I found university programs represent a broad approach to culturally responsive leadership development. Program developers consider culturally responsive leadership cultivation through district partnerships, cohort models, faculty and student recruitment approaches, and the scope of program curriculum. The overall findings of this program of study offer insight to program developers and policy makers towards enhancing the practices and policies for preparing school leaders who are trained and effective culturally responsive leaders.
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    Analysis of Second Grade Bilingual Classroom Observations using the Transitional Bilingual Observation Protocol: Language of Instruction, Language Content, Communication Mode, and Activity Structures
    (2017-05-09) Jimenez, David Daniel; Lara-Alecio, Rafael; Tong, Fuhui; Irby, Beverly J; Alonzo, Armando
    In public education in Texas, administrators, educators, and policymakers struggle with decisions on how to improve overall quality instruction to meet the needs of English language learner (ELL) student populations. Specifically, there is an ever-increasing need to provide effective teacher pedagogy to ELLs that promotes positive academic outcomes and to evaluate effectiveness of the quality of instruction in the bilingual classroom context. Therefore, researchers have asserted it is critical to collect observational evidence related to quality instruction that impacts to students’ academic outcomes. It is also important to examine variables that relate to instructional practices and classroom occurrences with at-risk student populations such as ELLs. Through continued observation of teachers’ pedagogical practices with ELL students, it is possible to determine the factors that may impact quality or lack of quality in classroom instruction that which in the long run may improve teacher development. The purpose of this study was to analyze the relationships among related variables within the domains of language of instruction, language of content, communication mode and activity structure from teacher observations conducted in second grade bilingual education classes. As part of original study, there was a treatment and control group that took part. The identified variables and domains serve as the foundation of a four-dimensional model known as the Transitional Bilingual Observation Protocol (TBOP) that was implemented in over 100 classrooms as part of a grant-funded project, ELLA. Data will be analyzed to see to what extent these variables are highly related within the process that allows English language learners (ELLs) to acquire language as well as literacy skills. The data used for this study was pre-existing and taken from a randomized, longitudinal, federally funded research project (Project ELLA, U.S. Department of Education Award No. #R305P030032, 2003-2008). As part of this investigation, a non-parametric design implementing a Chi-squared test of independence and Cramer’s V were used to analyze the relationship (significance and strength) between condition and categorical variables under each domain (language of instruction, language content, communication mode, and activity structure) that occurs within the context of transitional bilingual classroom. An additional analysis consisting of Odds Ratio (OR) was implemented to examine the effect size of specific category under each of the four domains.
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    An Analysis of State and University Policies on Principal Preparation Programs
    (2018-04-18) Abdelrahman, Nahed Aaed Mubarak; Irby, Beverly J; Lara-Alecio, Rafael; Nafukho, Fredrick M; Tong, Fuhui; Webb-Hasan, Gwendolyn
    Principal preparation and principal leadership programs has become crucial issue since the beginning of the past century. National and state policies have been enacted to improve the principal’s competence as well as to prepare principals for leadership roles. In this dissertation, I sought to analyze state policies and university-based program policies related to principal preparation. This dissertation was designed in journal article format and is structured in five chapters. In the first journal manuscript, I explored the literature systematically to address policies and programs related principal preparation since No Child Left Behind (NCLB) was enacted. I focused on the second journal manuscript by comparing quantitatively university-based programs in the states with high leverage policies and states with low leverage policies. This journal article was built upon the University Council of Educational Administration’s (UCEA) research-based rubric; therefore, the emphasis of the second peer journal article was to address the statistical differences between the university preparation program policies in states with high leverage policies and states with low leverage policies. The results of the analyses guided me to conclude that there are significant differences between the two groups in terms of the admission and the internship for the preparation programs. The focus of the final journal manuscript is on the internship as a mandated requirement in university-based preparation program. The findings revealed that there is a significant relationship between the university-district partnership and the internship policies.between the university-district partnership and the internship policies.
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    Bilingual Education and the Implications for English Learners
    (2020-04-19) Sutton-Jones, Kara; Lara-Alecio, Rafael; Tong, Fuhui; Irby, Beverly J.; Rivera, Héctor
    In this journal-ready dissertation study, I completed (a) a scoping review of dual language policy studies, (b) a meta-analysis on English learner academic achievement in bilingual education programs, and (c) a state-by-state review and analysis of dual language policy. In the scoping review, I located 33 dual language (DL) policy studies for inclusion. I identified five research themes: (a) shifting values and demographics; (b) policy issues at the district and community level; (c) parent and community policy concerns; (d) teacher and student policy interpretation and implementation; and (e) tensions between competing policies and agents. With the growing public demand for DL education and the entry of more mainstream students into programs, one common thread among much of the policy research had to do with not losing sight of English learners (ELs) and ensuring programs continue meeting EL language and learning needs. The purpose of the second study, the meta-analysis, was to compare the effectiveness of bilingual education programs with a longer duration and more native language use (i.e., late-exit bilingual, developmental/maintenance bilingual, two-way immersion, and one-way immersion) to English-only and transitional early-exit programs in terms of the academic achievement of ELs. I found that bilingual education programs have a small, positive, and significant mean effect size of .17 (SE=.08, p=.028) for ELs’ academic achievement compared to that of ELs participating in English-only programs. The overall mean effect size for achievement of ELs enrolled in bilingual programs compared to ELs in early-exit programs was negligible and not significant at .02 (SE=.05, p=.709). I identified three variables that appear to have some moderation effects: program type, student grade band, and district location. In the policy analysis, I developed and applied a basic rubric to state policies concerning DL program design and structure. States with more high leverage DL policies scored better than states without such policies. The top-scoring states were Utah followed by California, Colorado, Delaware, Indiana, North Carolina, and Texas. The lowest-scoring states were states with English-only laws or that prohibit languages other than English to be used for classroom instruction (i.e., Alabama, Arizona, Arkansas, New Hampshire, Tennessee, and West Virginia).
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    Comparison of Linguistic Realization of Advice Giving Between English Language Learners and Native Speakers in Peer-To-Peer Online Forums
    (2019-04-04) Guo, Weiqi; Eslami, Zohreh; Dixon, Quentin; Tong, Fuhui
    This study investigated the pragmatics of advice giving between English native speakers in UK and nonnative speakers in Hong Kong in peer-to-peer advice forums. Forty eight and fifty two advice messages were respectively collected from an online forum in UK and an online forum in Hong Kong. The form and content of the advice messages were analyzed in terms of discursive moves. The results showed that English native speakers in UK and nonnative speakers in Hong Kong perceived similar knowledge on the elements that consists an advice giving event, but the syntactic realization and the sequencing of the discursive moves in the advice messages showed some differences. Compared with native speakers, nonnative speakers in Hong Kong tended to offer directions and suggestions in more direct sentence type, and the advice messages are organized in a straightforward way.
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    Cross Language Transfer and Foreign Language Learning Motivation in English and Chinese
    (2014-11-12) Cho, Eunhee; Tong, Fuhui; Joshi, R; Lara-Alecio, Rafael; Kwok, Oi-Man
    This dissertation investigated two issues: cross-language transfer among three typologically distant languages—Korean, English, and Chinese—and the language learning motivation of Korean students as it relates to two foreign languages—English and Chinese. The study participants were Korean-speaking 9th graders who studied English and Chinese as foreign languages for seven years and one year, respectively. In the first of this dissertation’s two articles, the author examined the nature of morphology-based cross-language transfer from Korean to reading and writing in English and Chinese. Utilizing the body of recent morphological awareness research as a potent point of reference, the author investigated whether the skill of morphological awareness in Korean can be transferred to reading and writing in English and, by extension, whether morphological awareness skills in Korean and English can be transferred to reading and writing in Chinese. While this inquiry found no significant transfer of morphological awareness from Korean to writing in English or Chinese, it did ultimately link morphological awareness in Korean with a significant contribution to reading comprehension in the two target languages. This study also served to underscore the unique morphology-based transfer that can facilitate reading comprehension across different orthographies and the importance of proficiency in the target language. The second article investigated the motivation for learning a foreign language by exploring the potential relationship between motivation orientation, expectancy, and language performance. In particular, the author analyzed the primary motivations for Korean-speaking students in learning English as a second language (L2) and Chinese as a third language (L3), respectively, and whether expectancy for L2 and L3 mediated the relationship between motivation orientation and language performance. A mediating effect of expectancy between motivation orientation and language performance was, indeed, observed in a significant way for both English and Chinese, while the magnitude of the mediation was found to differ between the two target languages. This latter discrepancy can be interpreted as resulting from the different types of influence of required motivational orientation and instrumental motivational orientation and their discrete scopes of influence in English and Chinese learning. In the final analysis, this dissertation studied the interdependence among three typologically distant languages, focusing on morphological awareness; it also compared the motivational effect as it affects learning in two foreign languages. Results from both lines of inquiry strongly suggest that the diverse cross-language transfer effect and motivational factors in foreign language skills are directly tied to the target language, proficiency in the target language, and the socio-educational context in which the language is learned.
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    A Cross-Case Analysis of Three Early-Career Female Elementary Principals Leading Title I Schools: The Relationship of the Synergistic Leadership Theory to Mentoring and Their Leadership Experiences
    (2019-04-22) Merricks, Michelle Fernandez; Irby, Beverly; Musoba, Glenda D; Tong, Fuhui; Webb-Hasan, Gwendolyn
    The purpose of this qualitative cross-case study was to apply the synergistic leadership theory to the leadership experiences of three early-career female principals leading Title I elementary schools. The synergistic leadership theory is an interactive theory that includes female experiences while applying to both men and women. It provides a framework for leaders to align four factors that impact leadership: (a) leadership behaviors; (b) organizational structure; (c) external forces; and (d) attitudes, values, and beliefs. Five research questions guided my study: (a) What are the leadership behaviors of the early-career female principals who lead Title I schools? (b) How does the organizational structure of each campus align with the principal’s leadership behaviors? (c) How do the leadership behaviors of the early-career female principals who lead Title I schools align with the external forces? (d) Are the attitudes, values, and beliefs of each principal aligned with others’ perceptions of the principal’s perceived attitudes, values, and beliefs? (e) What is the impact of mentoring on the four factors of the Synergistic Leadership Theory in context to each early-career principal as perceived by her? The sample for this study included three early-career female principals leading Title I elementary schools, as well as two assigned mentors (one internal and one external), a campus assistant principal, a campus teacher, and a campus parent for each. The participants were interviewed and completed the Organizational Effectiveness and Leadership Inventory. Through analysis of interview transcripts and inventory responses, I determined two of the case study principals were aligned with all four factors of the synergistic leadership theory. The other case study aligned with three factors and misaligned with one factor. The experiences of the three early-career principals reflect alignment of the four factors of the synergistic iii leadership theory. The case studies represent examples of the four factors of the synergistic leadership theory, and the early-career principals’ leadership behaviors fell within the range of leadership behaviors identified by the synergistic leadership theory. The four factors of the synergistic leadership theory can be applied to females in all leadership preparation programs.
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    Cultivating Compassion Through Discussion
    (2022-07-25) Vestal, Brandon David; Matthews, Sharon; Viruru, Radhika; Neshyba, Mónica; Tong, Fuhui; Hutchins, Shaun
    The purpose of this record of study was to evaluate the ways discussing controversial topics in a social studies classroom impacted the empathy capacity, viewpoint and compassion willingness of students. Four controversial topics were chosen for discussion in three Advanced Placement psychology classes due to their relevance to the course: cultural bias in public schools, causes of poverty, prejudice and discrimination in the criminal justice system and immigration and altruism. The method used for discussion was the structured academic controversy (SAC) in which students are required to research and discuss an issue from both sides of an issue and seek consensus with those in their discussion group. This was a mixed-methods study in which five quantitative measures were administered before and after the SAC interventions. First, students were administered the Questionnaire of Cognitive and Affective Empathy (QCAE) at the beginning of the study and again after completing the four structured academic controversies at the conclusion of the spring 2021 semester. Students were also administered an issue inventory before and after each of the four SAC’s. Not only did the issue inventory have questions that gauged the students’ viewpoint on the topic, but there were also questions about compassion willingness embedded within. Qualitatively, students wrote in reflection journals before and after each discussion to explain their initial thinking on each topic, how it shifted and their willingness to engage the issue in an actionable way. In each journal, students responded to the same set of questions before and after each discussion. The quantitative data showed statistically significant changes in empathy, viewpoint and compassion willingness. Qualitatively, all students indicated growth in empathy and compassion and experienced remarkable shifts in their viewpoints on each issue. This study shows the myriad benefits of providing students the opportunity to research and discuss controversial topics from multiple perspectives. It also provides teachers with a model for engaging these topics in the classroom with efficacy while helping them avoid the partisan landmines that are associated with creating a space for controversy in the classroom.
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    Digital Games for Vocabulary Acquisition in Learning English as a Foreign/Second Language
    (2020-11-05) Guo, Wenhong; Tong, Fuhui; Lara-Alecio, Rafael; Irby, Beverly; Kwok, Oi-Man; Sweany, Noelle Wall
    English acquisition can be extremely difficult for EFL or ESL students because of the tedious experience of learning English words, which leads to less intrinsic learning motivation and poor learning outcomes. With widespread availability of mobile devices, digital games gain the advantage of multimedia, flexibility of time, and location. In this dissertation, English vocabulary acquisition through digital games for EFL/ESL context is explored. The dissertation consists of three journal articles. Chapter Two is a literature review related to effectiveness of vocabulary digital games for EFL/ESL learners. Chapter Three is a content analysis of existing English vocabulary digital games for secondary EFL learners in the Chinese market. Chapter Four is an investigation of teacher perceptions on effective elements of vocabulary digital games for EFL context in China. The results of this dissertation confirmed three points. First, a synthesis indicated that due to the lack of quality of existing studies, it was difficult to arrive at a conclusion whether digital game-based learning on vocabulary acquisition was effective for EFL/ ESL or not. High-quality study in this area is needed. I recommended specific consideration should be given to educational design quality in future research. Second, the content analysis of digital games in English vocabulary learning suggested that limited learning opportunities were offered for EFLs in China and there was a lack of diversity for the use of pedagogical supports to satisfy the needs of secondary school EFL students. The existing digital games may not provide high-quality learning facilitation for secondary students. Third, investigating EFL teachers’ perceptions of an effective vocabulary digital game show diverse functions and interactivity, proper amount of learning, play time control, degree of interesting, cartoon art style, textbook-related content, popularity of platform, adequate practice, simple and smooth flow, vocabulary visuals, and theme-based vocabulary would be key elements for an effective English vocabulary digital game. It was recommended that educators and game designers should consider these key elements as an evaluation rubric or reference in digital game evaluation or design for English vocabulary acquisition.
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    Effects of Peer Tutoring on Hispanic Students’ Outcomes in Mathematics
    (2016-07-25) Barahona, Elba E; Padrón, Yolanda N; Rivera, Héctor; Tong, Fuhui; Waxman, Hersholt C
    A critical problem facing Hispanic students in the United States is their low achievement in mathematics. Therefore, it is crucial to implement effective instructional programs that will improve their mathematics achievement. Peer tutoring is one effective research-based instructional practice that has been found to have positive effects on academic outcomes across grade levels and subject areas. However, few studies have examined the effects of peer tutoring in mathematics for Hispanic students. This dissertation consists of three research studies that examine peer tutoring for Hispanic elementary and middle school students in mathematics. Study 1 was a meta-analysis that examined the effects of peer and cross-age tutoring on academic achievement in mathematics for 3,035 participants in kindergarten through grade 12 across 21 experimental or quasi-experimental studies. The overall mean-weighted effect size for the 21 studies was 0.49 (p < 0.001, 95%, confidence interval = 0.34 - 0.65). Moderator analysis indicated that peer tutoring interventions were most effective for at-risk, low socioeconomic status, suburban, minority, and secondary school students. Study 2 investigated the effects of a cross-age tutoring intervention on elementary and middle school students’ academic and nonacademic outcomes in mathematics. Most students who participated in this program were from Hispanic and low socioeconomic status backgrounds. The results revealed statistically significant improvements in mathematics achievement. Large positive effects were found on basic mathematics facts (ES = 1.39) and problem-solving skills (ES = 1.25) among elementary school students and moderate to large effects on academic achievement of middle school students (ES = 0.67). Mixed results were found for enjoyment in mathematics and self-perceptions. Study 3 investigated the implementation of a cross-age-peer-tutoring program in elementary and middle schools serving predominantly Hispanic students. Classroom observations and face-to-face interviews were used to examine instructional practices and behaviors of teachers, tutors, and tutees during tutor preparation and actual tutoring sessions. The program’s strengths included the development of positive emotions and relationships among students and evidence of a classroom environment that fostered warm and supportive relationships. Weaknesses were related to lack of fidelity of the implementation of the program. Overall, findings from the studies included in this dissertation suggest that cross-age tutoring interventions are effective for improving mathematics achievement for Hispanic students. Positive effects of peer tutoring combined with lower cost of implementation compared to other programs make peer tutoring an educational alternative worth considering as a solution for improving mathematics outcomes among Hispanic students.
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    Evaluating a Master's Degree Program via Distance Education
    (2010-10-22) Lara-Alecio, Rafael; Kemp, Janie; Treviño, Polly; Tong, Fuhui; Castillo, Raymond
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    An Examination of High-frequency Words in the STAAR End-of-course Exams and in an English Language Arts Textbook
    (2014-04-18) Myint, Ahmarlay; Lara-Alecio, Rafael; Tong, Fuhui; Irby, Beverly J.
    Over the past couple of decades, the state of Texas has made numerous amendments to its standardized tests in an attempt to abide by legislation changes as well as its own shifting standards. The latest administration of the STAAR standardized end-of-course exams was released in the Fall of 2013, along with expectations that it fare more successfully than the previous edition of the STAAR. In order to assess one aspect of the test’s similarity to what is taught in the classroom, an attempt was made to compare the vocabulary of the STAAR Reading/Writing end-of-course exam to that of commonly used English Language Arts textbooks in Texas. After comparing the most frequently used words in the textbook and the corresponding STAAR exams, it was determined that there is not enough evidence to cite the textbook as the main reason students are failing the STAAR English Language Arts end-of-course exams.
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    Examining Classroom Observation Instruments for English Language Learners: An Example of Proposing Causal Structure Pertaining to Pedagogy
    (2015-04-28) Garza, Jr., Tiberio; Lara-Alecio, Rafael; Irby, Beverly J; Tong, Fuhui; Acosta, Sandra; Parke, Frederic I
    The purpose of this dissertation study was to describe teacher pedagogy through the use of systematic review, observation data, and to comment on causal structure. Three objectives were necessary: the assessment of the literature of classroom observation instruments used in observing English language learners, using archival classroom observation data from Project Middle School Science for English Language Learners (MSSELL), and the casual commentary of teachers’ pedagogy during Project MSSELL. The Project MSSELL is a randomized, longitudinal, field-based, National Science Foundation (NSF) funded research project (NSF Award No. DRL-0822343; 2009-2010). Included in the project was archived data for the pedagogy of eight grade 5 teachers during a science intervention. The observation protocol, Transitional Bilingual Observation Protocol (TBOP), used in the project is theoretically derived from the transitional bilingual observation model (Lara-Alecio & Parker, 1994), and measures classroom frequency events in four instruction domains: Language of Instruction, Language Content, Communication Mode, and Activity Structure. The data for this dissertation are taken from both a treatment and control group. The treatment group is comprised of four teachers participating in the intervention associated with Project MSSELL, while the control group is comprised of four teachers not participating in the intervention. By conducting the following: (a) systematic review of classroom observation instruments evaluating classrooms with English language learners (ELL); (b) frequency analysis in classroom events during Project MSSELL; and (c) commentary of the causal inference for the project in relation to teachers’ pedagogy, the researcher further describes the project’s feasibility toward pedagogy conducive to ELL academic achievement. Results from this study implicate treatment teachers, when compared to control teachers, focus more on writing as a way of communication between the student and teacher. Additionally, through a systematic review of classroom observations instruments, the researcher highlights the TBOP’s strength toward recording pedagogy. Through causal commentary the researcher converts Project MSSELL into a simple causal structure to indicate the causal effects at the local level. The resultant commentary provided further insight into teachers’ pedagogy during Project MSSELL. The data for this dissertation are taken from both a treatment and control group. The treatment group is comprised of four teachers participating in the intervention associated with Project MSSELL, while the control group is comprised of four teachers not participating in the intervention. By conducting the following: (a) systematic review of classroom observation instruments evaluating classrooms with English language learners (ELL); (b) frequency analysis in classroom events during Project MSSELL; and (c) commentary of the causal inference for the project in relation to teachers’ pedagogy, the researcher further describes the project’s feasibility toward pedagogy conducive to ELL academic achievement. Results from this study implicate treatment teachers, when compared to control teachers, focus more on writing as a way of communication between the student and teacher. Additionally, through a systematic review of classroom observations instruments, the researcher highlights the TBOP’s strength toward recording pedagogy. Through causal commentary the researcher converts Project MSSELL into a simple causal structure to indicate the causal effects at the local level. The resultant commentary provided further insight into teachers’ pedagogy during Project MSSELL.
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    Examining Dual Language, Bilingual, and ESL Teachers’ Knowledge, Professional Development Experiences, and Perceptions About Second Language Programs In Texas
    (2013-03-27) Franco-Fuenmayor, Susana Elena; Padron, Yolanda N; Lara-Alecio, Rafael; Tong, Fuhui; Waxman, Hersholt C
    The rapid increase of the English Language Learner (ELL) student population in the United States and their continued lack of achievement means that research must focus on examining differences between the types of second language programs that are available in the U.S. to assist ELLs to learn a second language. The lack of research about teachers’ knowledge and perceptions along with professional development practices in second language programs indicates the need to improve teacher training. This dissertation includes two research studies that followed a mixed-methods approach. Study 1 was conducted with 225 Bilingual and English as Second Language (ESL) teachers in a large suburban school district. Study 2 included 335 Dual Language and ESL teachers from forty school districts in Texas. Study 1 examined Bilingual and ESL teachers’ knowledge of research on bilingual programs, instructional issues for ELLs, general instructional strategies, and second language development amongst bilingual/ESL teachers who work in different language programs. Also, the study considered the professional development opportunities provided to teachers of ELLs. In addition, it examined teachers’ perceptions about administrators, program implementation, program features, school and community, and adequate training along with the degree of program satisfaction. Study 2 investigated whether the program of instruction, grade level, years of experience, types of route to certification, and feelings of pre-service teacher preparation made a difference on Dual Language and ESL teachers’ knowledge and perceptions of second language programs. It also focused on the type of professional development that teachers receive and program strengths and challenges. Findings from both studies indicated significant differences in regards to teachers’ knowledge and perceptions based on a number of variables examined. There were similarities and differences in regards to professional development experiences, program strengths and challenges. Findings indicated that a large number of teachers of ELLs are not receiving adequate training and that bilingual and Dual Language teachers know more than ESL teachers about research on bilingual programs and second language development. These findings have policy implications because they provide information about the type of knowledge and training that teachers are receiving and most importantly the deficits.