Case Study for Improving ELL Achievement with Common Core Standards Through Teacher Professional Development.

摘要

Common Core State Standards (CCSS) are rigorous, high level standards that require students to understand and apply complex concepts while utilizing academic vocabulary. For English Language Learners (ELLs), the demands of the standards and assessments with CCSS present new difficulties in learning while also acquiring English. For educators of ELLs, implementing CCSS and reducing the achievement gap for ELLs can be difficult without knowledge of how to effectively support the diverse population. Most states already employ CCSS. Meanwhile, ELL population continues to increase each year and teachers are inadequately trained or prepared for delivering content under the standards and effectively supporting ELLs. The problem addressed is the necessity of training for teachers specific to CCSS and ELL's needs in conjunction with an increased achievement gap between ELLs and non-ELLs. The purpose of the qualitative case study of a primary school classroom, in an urban Phoenix district, was to explore the potential impacts of teacher professional development for working with ELLs and implementing CCSS on ELL achievement. The findings demonstrate proper teacher professional development specific to providing CCSS to ELLs holds an impact on ELL achievement and academic behaviors in the classroom. The case study data shows an increase in students using text evidence, explaining their answers, and utilizing academic language during interaction as the duration of the study went on and the teacher implemented the acquired strategies. Recommendations for future research include a study of impact on pre-service teacher training for CCSS with ELLs with a larger sample to increase generalizability. In addition, future research might explore the impact of different professional development topics and instructional strategies for implementing CCSS with ELLs to enhance the methods for educators.