Abstract
Despite English Language Learner (ELL) supplemental instruction on Saturdays and evenings and professional development for teachers, learner-centered instructional strategies in social studies are currently ineffective in meeting the learning needs of the ELL population in an urban school in the northeastern United States. The instructional approaches being used to deliver curriculum have a marginal effect on learning for ELL students, and the local school board supports the importance of exploring this problem. The purpose of this instrumental case study was to explore the learner-centered instructional practices used at the study site and how teachers are using Weimer’s framework to engage ELLs in social studies. Guided by Weimer’s learner-centered instruction theory, the research questions focused on exploring how teachers use Weimer’s learner-centered instructional strategies and how teachers plan their instruction for ELLs and social studies using Weimer’s framework. As a case study, this qualitative research involved gathering data during 1 academic year through observations and interviews of 10 teacher participants. Research data collected through observations and interviews were coded into an Excel document to assign and filter codes. A 3-day professional development opportunity and monthly follow-up sessions were the results of the analysis of data collected from interviews and classroom observations of 10 ELL social studies teachers in Grades 9-12. The results of this study may lead to positive social change if social studies teachers modify their learner-centered instructional approaches to increase students’ motivation and satisfaction in learning.
Highlights
Despite the availability of English Language Learner (ELL) supplemental instruction on Saturdays and evenings and the provision of professional development for teachers, learner-centered instructional strategies in social studies are ineffective in meeting the learning needs of the ELL population at a northeastern U.S high school
The instrumental case study that led to the creation of this research was focused on exploring the Learner-Centered Instruction (LCI) practices used at the study site and how teachers were using Weimer’s framework to engage ELLs in social studies at Northeastern School
The sub goals of the 3-day professional development sessions, based on Francis’s work, are to provide the teachers with the knowledge to: define the facilitator of learning, explain why discussions are essential, write right standards-based questions incorporating depth of expertise and Bloom’s taxonomy, and increase the number of conversations in their lesson plans. 4.1.1 Limitations The research is limited to the LCI method within a small group discussions model at Northeastern School
Summary
Despite the availability of English Language Learner (ELL) supplemental instruction on Saturdays and evenings and the provision of professional development for teachers, learner-centered instructional strategies in social studies are ineffective in meeting the learning needs of the ELL population at a northeastern U.S high school (referred to in this study with the pseudonym Northeastern School). Weimer’s (2013) learner-centered model emphasizes student participation in classroom discussions, exploration, and critical thinking, as well as the use of problem-solving activities. Two important research questions were developed to address this gap in practice: RQ1: How are teachers using Weimer’s learner-centered instructional strategies to instruct and engage ELL students in their social studies classes at Northeastern School? 2. Method 2.1 Purpose The purpose of this qualitative case study was to explore and document the learner-center instructional practices used at Northeastern School and to explore how teachers were using Weimer’s (2002) framework to engage ELLs in social studies. Open-ended semistructured interviews were conducted of the top 25% of third grade reading teachers’ whose student classroom averages increased the most for the 2018-2019 school year on the district reading benchmark assessments. Interview data were collected through interview protocol and audio recordings
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