| dc.description.abstract | 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. | en |
