Mhod Research Setting and Teacher P

Mhod
Research Setting and Teacher Participants
The research was conducted in a large urban school district in the southeast U.S.
with a student population displaying a high level of linguistic and cultural diversity.
During the 2004–2005 school year, the ethnic makeup of the student population in
the school district was 60% Hispanic, 28% Black (including 7% Haitian according
to the district data on students’ home language), 10% White Non-Hispanic, and 2%
Asian or Native American. Across the school district, 72% of elementary students
participated in free or reduced price lunch programs, and 24% were designated as
limited English proficient (LEP), the state’s term for ELL students in English to
speakers of other languages (ESOL) programs.
In late May 2004, elementary schools were selected based on three criteria: (a)
percentage of ELL students (predominantly Spanish or Haitian Creole-speaking
students) above the district average, (b) percentage of students on free and reduced
price lunch programs above the district average, and (c) a minimum of 4 years
getting school grades of C or D according to the state’s accountability plan. This
plan, which started in the 1998–1999 school year, assigns grades of A, B, C, D, and

F to each school. In other words, we wanted to work with schools that were above
the district average in concentration of poverty and ELL students and academically
low performing. We avoided working with so-called failing (or F) schools because
the district was focusing many resources and programs on those schools.
Of the 206 elementary schools in the district, 33 schools met these criteria. Our
letter of invitation was sent to the principals of these schools to ascertain their own
and their faculty’s interest in and commitment to a 5-year professional development
intervention project. Of the 33 schools, 17 volunteered to participate. Shortly after
the project commenced, two schools withdrew, for a total of 15 schools participating
in the larger project.
For our school-wide initiative, we invited every third- through fifth-grade teacher
in each of the 15 participating schools. Table 1 presents the demographic makeup of
the third- through fifth-grade students in these 15 schools. The students were
predominantly Hispanic and Black (including many Haitian) from low SES
backgrounds. Close to 40% of the students were currently in ESOL programs or had
exited from ESOL programs within the previous 2 years.
Table 2 presents the demographic makeup of the third- through fifth-grade
teachers in the 15 participating schools. The majority of the teachers identified
themselves as being from racial or ethnic nonmainstream backgrounds, which
Table 1 Student demographics in the 15 participating schools (n = 5,577)
Variables Demographic groups %
Ethnicity Hispanic 52.4
Black (including Haitian and Caribbean immigrants) 43.5
White Non-Hispanic 3.0
Asian .2
Other .9
Socioeconomic status (SES) Free and reduced price lunch programs 91.7
English language learners (ELL) ESOL levels 1 through 4 15.8
Exited from ESOL within 2 years 22.5
Exited from ESOL over 2 years or never in ESOL 61.7
Exceptional student education (ESE) Exceptional students (not including gifted students) 12.9
Science Teachers of English Language Learners 269
reflected the overall teacher demographics of the school district. The nearly 40,000
teachers in the district consisted of 41% Hispanic, 34% Black, 24% White Non- Hispanic, and 1% Asian/Pacific Islander. Approximately one-third of the teachers in
the research reported languages other than English as their native language. Almost
half of the teachers reported graduate degrees beyond a bachelor’s degree. Their
teaching experience ranged from 1 to 40 years, with an average of 12.5 years. They
had been teaching at their current schools for an average of 9.1 years.
Data Collection and Analysis
Instrument
A survey instrument was developed based on relevant literature, our previous
research (Hart and Lee 2003; Lee et al. 2004), and extensive field-testing to develop
scales during fall 2004. The instrument is unique in that: (a) it includes scales to
Table 2 Teacher demographics
in the 15 participating schools
(n = 221)
a Multiple native languages
could be selected
Variables Demographic groups %
Grade Third 39.4
Fourth 29.9
Fifth 23.5
Mixed 5.8
Missing response 1.4
Gender Male 14.0
Female 83.3
Missing response 2.7
Ethnicity Hispanic 43.9
Black Non-Hispanic 33.9
White Non-Hispanic 13.1
Haitian 3.2
Asian 1.8
Other 1.4
Missing response 2.7
Native Language(s)a English 64.7
Spanish 30.8
Haitian Creole 2.7
French 1.8
Missing response 5.4
Degrees Bachelor’s 55.2
Master’s 38.5
Specialist 4.5
Doctorate .5
Other .5
Missing response .9
270 O. Lee et al.
measure latent constructs (see ‘‘Appendix’’ and the ‘‘Results’’ section) rather than
individual items, (b) it considers science instruction and student diver

ผลลัพธ์ (อังกฤษ) 2:

Mhod
Teacher Research Setting and Participants
The Research was conducted in a Large Urban District school in the Southeast US
with a student population Displaying a level of Linguistic and Cultural Diversity High.
During the 2004-2005 school year, the Ethnic Makeup of the student population in.
the school District was 60% Hispanic, 28% Black (including 7% Haitian according
to the District Data on students' Home language), 10% White Non-Hispanic, and 2%
Asian or Native American. Across the school District, 72% of ELEMENTARY students
participated in free or reduced Price Lunch programs, and 24% were designated as
Limited English proficient (LEP), the State's term for ELL students in English to
Speakers of Other Languages (ESOL) programs.
in Late May 2,004, ELEMENTARY schools were selected based on Three criteria: (a)
PERCENTAGE of ELL students (predominantly Spanish or Haitian Creole-Speaking
students) above the District average, (B) PERCENTAGE of students on free and reduced
Price Lunch programs above. the District average, and (C) a minimum of 4 years
Grades of C or D Getting school according to the State's Accountability Plan. This
Plan, which Started in the 1998-1999 school year, assigns Grades of A, B, C, D, and

F to each school. In Other Words, we Wanted to Work with schools that were above
average in the District Poverty and concentration of ELL students and academically
low performing. We avoided working with so-Called failing (or F) schools because
the District was focusing MANY Resources and programs on those schools.
Of the 206 schools in the District ELEMENTARY, 33 schools met these criteria. Our
letter of Invitation was sent to the Principals of these schools to Ascertain their own
and their interest in and commitment to a Faculty's 5-year Professional Development
Project intervention. Of the 33 schools, 17 volunteered to participate. Shortly after
the Project commenced, withdrew Two schools, for a total of 15 schools participating
in the larger Project.
For our school-Wide Initiative, we Through Fifth-grade teacher Third- every Invited
in each of the 15 participating schools. Table 1 Demographic Presents the Makeup of
the Fifth-grade students in Third- Through these 15 schools. The students were
predominantly Black and Hispanic (including MANY Haitian) from low SES
backgrounds. Close to 40% of the students in ESOL programs were currently or had
exited from ESOL programs Within the previous 2 years.
Table 2 Demographic Presents the Makeup of the Third- Through Fifth-grade
teachers in the 15 schools participating. The Majority of the teachers identified
themselves as being from Racial or Ethnic Nonmainstream backgrounds, which
Table 1 Student demographics in the 15 participating schools (n = 5,577)
% Variables Demographic groups
Ethnicity Hispanic 52.4
Black (including Haitian and Caribbean Immigrants) 43.5
Non-White. 3.0 Hispanic
Asian .2
.9 Other
socioeconomic Status (SES) Free and reduced 91.7 Price Lunch programs
English language learners (ELL) ESOL levels 1 Through 4 15.8
22.5 exited from ESOL Within 2 years
over 2 years or exited from ESOL ESOL Never in 61.7.
exceptional student Education (ESE) Exceptional students (not including gifted students) 12.9
Science Teachers of English Language Learners 269
Reflected teacher the overall demographics of the school District. The nearly 40,000
teachers in the District consisted of 41% Hispanic, 34% Black, 24% White Non-Hispanic, and 1% Asian / Pacific Islander. Approximately one-third of the teachers in
the Languages Other than English as Research reported their Native language. Almost
Half of the teachers reported a Bachelor's Degree Graduate Degrees Beyond. Their
teaching Experience ranged from 1 to 40 years, with an average of 12.5 years. They
had been teaching at their current schools for an average of 9.1 years.
Data Collection and Analysis
Instrument
A Survey instrument was developed based on relevant literature, our previous
Research (Hart and Lee 2003; Lee et al. 2004), and Extensive Field. Develop testing to
Scales during Fall 2004. The instrument is Unique in that: (a) it includes Scales to
Table 2 Teacher demographics
in the 15 participating schools
(n = 221)
a Native Multiple Languages
could be selected
groups Demographic Variables%
Third Grade 39.4.
Fourth 29.9
Fifth 23.5
Mixed 5.8
Missing response 1.4
Gender Male 14.0
Female 83.3
Missing response 2.7
Ethnicity Hispanic 43.9
Black Non-Hispanic 33.9
White Non-Hispanic 13.1
Haitian 3.2
Asian 1.8
Other 1.4
Missing response 2.7
Native Language (s) a English 64.7
Spanish 30.8
Haitian. 2.7 Creole
French 1.8
Missing response 5.4
55.2 Degrees Bachelor's
Master's 38.5
4.5 Specialist
Doctorate .5
.5 Other
Missing response .9
270 O. Lee et al.
measure latent constructs (See '' Appendix '' and the '' Results '' section). rather than
individual items, (B) considers Science Instruction and student Diver.