Relevant bibliographies by topics / English high school

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English high school'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "English high school"

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Shaffer, Shelly. "One High School English Teacher." Journal of Adolescent & Adult Literacy 59, no. 5 (2015): 563–73. http://dx.doi.org/10.1002/jaal.473.

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Torres R, Julio C. "Raising High School English Teachers’ awareness of EIL." Interacción 14 (October 1, 2015): 97–110. http://dx.doi.org/10.18041/1657-7531/interaccion.0.2338.

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The present study is a three-stage action research that aims at raising EFL teachers’ awareness of English as an International Language (EIL) and World Englishes (WE) within a critical perspective of inquiry. Through a taught module on English and its varieties, a survey, a reflection paper, and a semi-structured interview were used to collect the data. The results of the study showed that there was a clear change of conception, at the theoretical level, in teachers’ papers. However, WE was regarded as future possibility for action. On the one hand, all of the participants said the module changed their conception of other varieties of English different from British and American ones. They all went from identifying themselves with either American or British variety, a celebratory perspective, to acknowledging and accepting other English varieties, a critical perspective of English as an international language (EIL).
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Maulana, Saima, BAI DONNA ALIMAN, and ZAIDA ULANGKAYA. "SENIOR HIGH SCHOOL ENGLISH TEACHERS’ PUNCTUALITY, ATTENDANCE AND STUDENTS’ ACADEMIC PERFORMANCE." Advances in Social Sciences Research Journal 8, no. 8 (2021): 564–70. http://dx.doi.org/10.14738/assrj.88.10695.

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This study sought to determine the Senior High School English teachers’ teaching practices in terms of punctuality, attendance and its relationship to students’ academic performance. Specifically, it determined the Senior High School English Teachers’ level of punctuality and attendance; the Senior High School Students’ level of academic performance in English; and the significant relationships of the teachers’ level of punctuality and attendance and their Senior High students’ level of performance in English. The study used the descriptive-correlational survey method. The respondents of the study were the twenty four (24) teachers of the twelve (12) senior high schools of Maguindanao, Philippines. There were two (2) Senior High English teachers that were chosen randomly from each senior high schools of Maguindanao. It has a total of twenty-four (24) Senior High English Teachers. In every teacher, there are 10 senior high school students chosen randomly with a total of two hundred forty (240) senior high school students. The immediate supervisors of the teachers from the twelve (12) secondary schools answered the research problem number 1, while the final grades in English of the two hundred forty (240) senior high students were taken from their English teachers to answer the research problem number 2. The respondents of this study were chosen randomly using lottery. Pearson’s Product - Moment Correlation Coefficient was used to determine the significant relationship of the level of punctuality and attendance of the English teachers to the students’ level of academic performance. Based on the findings of the study, it is concluded that the Senior High School English Teachers’ level of teaching practices is influenced by their punctuality and attendance. It further concluded that teachers’ punctuality and attendance contributed to students’ level of academic performance in English.
 
 Keywords: Senior High School English Teachers, Punctuality, Attendance, Students’ Academic Performance
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Gamoran, Adam, and William J. Carbonaro. "High School English: A National Portrait." High School Journal 86, no. 2 (2002): 1–13. http://dx.doi.org/10.1353/hsj.2002.0021.

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Andriani, Agis, Vani Dwi Yuniar, and Fuad Abdullah. "Teaching English Grammar in an Indonesian Junior High School." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (2021): 1046–56. http://dx.doi.org/10.35445/alishlah.v13i2.956.

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English grammar has a pivotal position in language learning. It is also considered the basis of a series of language skills (listening, speaking, reading, and writing). However, although previous studies focused on teaching English grammar either from a traditional or functional view, where English as L1 and L2 across various educational levels, scarce studies have emphasized teaching English Grammar in the Indonesian EFL context, particularly in Junior High School. Hence, this study aimed at filling such a void, namely teaching English grammar in an Indonesian junior high school. In an attempt for collecting the data, this study interviewed a participant in one of the junior high schools in Tasikmalaya, West Java, Indonesia. The data were analyzed using thematic analysis (Braun Clarke, 2006). The findings of this study revealed that the teacher use focus on forms and focus on form in teaching English grammar. Those focus on forms involve (1) Deductive English Teaching Grammar, (2) Score-Oriented English Language Learning Activities, and (3) Accuracy-Oriented English Language Learning Activities. Another approach is focus on form include (1) Task-Based Sentence Making and (2) Contextual Teaching of English Grammar. By knowing these teaching techniques, the teachers are expected to be able to implement those teaching techniques of teaching English grammar to junior high school students more effectively.
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Sansaluna, Saima, Lydia Bawa, Amour Camua, and Leonel Untong. "Senior High School Students’ Anxiety and Performance in Learning English." Advances in Social Sciences Research Journal 8, no. 4 (2021): 605–12. http://dx.doi.org/10.14738/assrj.84.10018.

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This study focused on the anxiety and performance of the students in learning English specifically in speaking. It sought to find out anxieties and its causes that affect their English performance in terms of inter-language phonology, grammar and meaning system. The study covered the use of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) that measure the English learners’ anxiety levels while learning English in the classroom. The respondents of the study were the selected Grade 12 senior high school students from the selected public schools in Maguindanao Division, Philippines. Descriptive-correlational survey method was used in the study.
 The findings show that English language speaking anxiety does exist among Senior High School students in Maguindanao Division and their level of anxiety in learning English is high. It is further concluded that students’ anxiety levels in speaking English in terms of inter-language phonology, inter-language grammar and inter-language meaning system contributed to students’ performance in learning in English.
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Winimurti, Yosyie Azharia, and Dedi Rahman Nur. "Evaluation on senior high school English textbooks." Journal of English Language and Pedagogy 2, no. 2 (2019): 143. http://dx.doi.org/10.36597/jelp.v2i2.4530.

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In Indonesia, English teachers use textbooks to help students in the teaching-learning process and use it as a self-help resource to get rich input in learning. To improve the quality of English language teaching in Indonesia, this research was conducted to measure whether the three books used in Senior High School, i.e. “Bahasa Inggris”, “Pathway to English”, and “Outcomes Upper Intermediate” are right or not. This research used Alan Cunningsworth’s theory on excellent textbook and tried to find the strengths and weaknesses of the three books based on the given methods above. The study was conducted using evaluation research to evaluate the three English textbooks used by some schools in Yogyakarta. Evaluation steps included taking some samples from the books to see whether they meet the criteria of good textbooks that the researcher developed based on Cunningsworth’s framework. The research found out that Bahasa Inggris meets five standards: aims and approaches, design and organisation, topic, teachers’ book, and political consideration. Pathway to English meets four standards of excellent textbook by Cunningsworth: aims and approaches, design and organisation, teachers’ book, and political attention. Outcomes Upper Intermediate matches five principles of excellent manual by Cunningsworth: goals and methods, design and organisation, skills, topic, and teachers’ book. The researcher also found out that the strengths and weaknesses of “Bahasa Inggris”, “Pathway to English”, and “Outcomes Upper Intermediate”. From the findings above, the researcher suggests the teacher use three textbooks in the teaching-learning process because three books meet the criteria in a good book.
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Bekteshi, Edita. "HIGH SCHOOL STUDENTS’ ABSENTEEISM IN ENGLISH CLASSES." Social work and education 7, no. 1 (2020): 86–102. http://dx.doi.org/10.25128/2520-6230.20.1.8.

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Foster, Harold M., and Isadore Newman. "Error analysis for high school english teachers." Language and Education 2, no. 4 (1988): 229–38. http://dx.doi.org/10.1080/09500788809541239.

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Trainor, Audrey, Angela Murray, and Hye-Jung Kim. "English Learners With Disabilities in High School." Remedial and Special Education 37, no. 3 (2016): 146–58. http://dx.doi.org/10.1177/0741932515626797.

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Dissertations / Theses on the topic "English high school"

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Achoka, Judith Serah K. "The role of the secondary school principal in Quebec English schools /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59817.

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The purpose of this study was to examine the role of the secondary school principal in anglophone Quebec. A sample of eighteen experienced principals were interviewed in-depth about their role expectations, sources of role conflict, and their sense of ambiguity.<br>Role ambiguity appeared to be non-existent in the principalship. Expectations and conflicts were identified with regard to students, teachers, parents, community members, and principal's superiors. The principalship was clearly more a managerial than leadership role. Principals were responders to a series of problems and issues. They orchestrated responses. Instructional leadership was not a part of their role.
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O'Hara, J. Martin (John Martin) 1922. "Student attitude towards school in Quebec English secondary schools." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=55623.

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Dore, Michael James. "Subject and subjects : conceptions of high school English." Thesis, Manchester Metropolitan University, 2017. http://e-space.mmu.ac.uk/619497/.

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‘English’ as a high school subject discipline is a deeply contested space. Since its inception in the early twentieth century, the discipline of English has taken on many forms and purposes. From the preservation of grammatical standards to the induction into high culture and creativity, it seems fair to say that few subjects suffer such an identity crisis over their purpose and function as English does. Added to this, the growing intensity in the politicisation of educational practices has led to significant reforms in English curriculum and assessment with a new GCSE course introduced recently. This thesis describes and analyses debates in English teaching before using data gathered from my own school to explore and evaluate how English is being created and what is happening to its participants. To aid my analysis of what English is and its purposes, I have chosen to use the ‘Four Discourses’ theory offered by Jacques Lacan (1901-1981). Far from merely an exotic range of ideas, Lacan’s theory is used here because it offers interesting explorations of subjectivity, language, and insights into the unconscious. Basically, Lacan looks at four ways to see human interactions in a social world: Master (governance over others), University (institutions and how they deliver the Master’s messages), Hysteric (protesting and objecting to the Master), and Analyst (revolutionary ways of rebelling against the Master). The use of Lacan’s theory is not seen as a panacea to educational complexities, but as offering alternative perspectives and as having the capacity to generate new understanding. It would be tedious to merely write diatribic invective and polemic about the surreptitious forces of the master signifiers. Instead, the research looks at the effects upon and within classroom English to create new understanding. Drawing on Lacan, I argue that the ‘subject’ of English and how it makes its participants ‘subjects’ can be seen in interesting ways. I use the Lacanian theory of ‘Four Discourses’ and classroom data to interrogate the difficulties and opportunities presented in navigating the new English curriculum.
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Watkins, Kimberly. "English Language Learners and High School Transition Experiences." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/306.

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Spanish speaking English language learning (ELL) students in U.S. public schools are among those most likely to drop out of high school. However, there is a research gap concerning Spanish speaking ELL student success and their experiences in transitioning from supported English as a second language (ESL) classes into mainstream, general education classes in high school. Guided by the framework of transitional bilingual education, the purpose of this study was to present the phenomenological experiences of former ESL students as they transitioned from ESL to English-only classes. Participants included 7 adults who transitioned from Spanish speaking ESL during their high school years and were now enrolled in a local community college. Adult participants were chosen to decrease barriers to participation due to age, clarify perspectives since having completed high school, and reduce negative effects related to power differentials when they were still enrolled as high school students. Each participated in a semistructured interview about daily experiences in the high school ESL program. Using Giorgi's 7-step approach to data analysis, deductive coding was used to identify themes: (a) daily experiences with ESL and mainstream classes, (b) understanding of the ESL classes and transition to mainstream, (c) opinions concerning elements of the programs that hurt or helped their education, and (d) suggestions for ways to improve the programs for future students. More qualitative research with a broader range of students is recommended for future study. Positive social change implications include informing current practitioners and future researchers with the aim of facilitating increased perceived and actual school success, reduced dropout rates, and increased graduation rates for Spanish speaking ELL students.
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Guillory, Starlette Dionne St Julien. "Readiness of Middle School Students for High School English| Perceptions of English Teachers in Southwestern Louisiana." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163304.

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<p> The overarching goal of this study was to obtain the perceptions of 5th, 6th, 7th, 8th, and 9th grade English Language Arts teachers of their students&rsquo; reading skills, specifically comprehension and fluency, and those students&rsquo; readiness for high school English. The study proposed a comprehensive conceptual model of effective strategies reading teachers use and what prepared middle school students have in order to matriculate into high school. This research advanced the discussion of basic skills students need to matriculate into high school ELA and what hinders their matriculation. A mixed methods study with a threefold purpose was conducted. First, the study explored and described the perceptions of teachers of middle school students&rsquo; reading skills specifically those skills associated with comprehension and fluency. Second, it explored and discussed if middle school students exhibited sufficient basic skills associated with comprehension and fluency in ELA to matriculate into high school courses and succeed. Third, the study explored and described teachers&rsquo; perceptions of essential skills needed to transfer into high school ELA. Student readiness was explored in six focus groups with 25 teacher participants and three district supervisor interviews. Teachers and supervisors provided data on student readiness and skill deficiencies and proficiencies in comprehension and fluency. Data collection methods included teacher survey and district supervisor and teacher interviews. Findings indicated that student readiness for high school ELA is average; students&rsquo; basic skills in comprehension and fluency is also average; and students&rsquo; are lacking in basic skills needed to succeed in high school ELA courses. Narrative and descriptive statistics detailed students&rsquo; preparation, students&rsquo; reading skills, and students&rsquo; comprehension and fluency.</p>
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Top, Ercan. "Secondary School English Teachers&amp." Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12609203/index.pdf.

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The main aim of this study was to investigate the secondary schools English teachers&amp<br>#8217<br>perceptions of technology, technology integration processes into their lessons, and the ways they use technology for professional development. The secondary aim of the study was to propose technology integration guidelines to enable high school English teachers to integrate technology into their teaching. Qualitative research design was used in this study and it resembles multi-case studies. For the participants&amp<br>#8217<br>selection, criterion and convenience sampling strategy was used. First, 17 high schools (4 private, 3 Anatolian, 6 regular, and 4 vocational) were determined in Ankara province, and then 17 English teachers, one from each school, were selected based on the predetermined criteria. Totally, 17 teachers and 17 administrators were included in the study. Observations, document analysis, and interviews were used to collect the data. The data were analyzed through content analysis. The data were categorized under emerged themes, general technology knowledge, planning, using, evaluation and assessment, personal purposes, attitudes, support, and wishes. The findings of the study indicated that private high school teachers perceived themselves more knowledgeable in technology knowledge than regular, Anatolian, and vocational high school teachers. In addition, the interview results showed that private high school teachers integrate technology into planning, instruction, evaluation and assessment, and professional development more than the other English teachers. When school resources and support mechanisms were compared, private high schools were in a better condition than public high schools. Finally, most of the administrators included in the study wanted teachers use available school resources in their lessons.
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Strauch, John Robert Scharton Maurice. "Options in the composing process a textbook for high school composition /." Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8616849.

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Thesis (D.A.)--Illinois State University, 1986.<br>Title from title page screen, viewed July 12, 2005. Dissertation Committee: Maurice Scharton (chair), Janice Neuleib, William Linnemann, Stanley Renner, Michael Lorber. Includes bibliographical references (leaves 151-155) and abstract. Also available in print.
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Akman, Gule. "English spelling errors in Swedish high school : An investigation of English spelling errors among Swedish high school students and their possible causes." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-31584.

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This study investigates spelling errors among Swedish students of English. The purpose of this research is to develop a better understanding of the causes of spelling errors and to investigate whether there are any differences between program orientation and gender. The participants are English A students from Swedish high schools in year 1. The data analysed in this study consists of essays written by the participants which have been gathered into the Uppsala Learner English Corpus (ULEC). The results showed that the academic program has a lower error rate when compared to the vocational program and that female students display a lower error frequency than male students. These results reflect the same pattern found by previous studies on achievement between the programs and across gender. However, when comparing all variables, both gender and program, the results demonstrate that academic male students had the lowest error rate of all groups, which could partially be explained by the fact that the academic male students have a higher level of engagement with video- and online games when compared to the other groups. The language processes that the participants found the most challenging were letter omission, letter insertion and letter substitution. These results follow the same pattern highlighted in previous studies on spelling among both native speakers and learners. Finally, the exchange between the vowels &lt;a&gt;, &lt;e&gt; and &lt;i&gt; was found to be a frequent error among the students. Experiencing difficulties with the correct usage of vowels can be explained as a transfer error.
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Conbeer, Derek John. "An evaluation of the selection of English schools foundation secondary school teachers." Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1803617X.

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Li, Pik-lan Carmen. "Hong Kong form 6 students' ability in English idiom comprehension in relation to their general English proficiency." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22198921.

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Books on the topic "English high school"

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Reshaping high school English. National Council of Teachers of English, 1997.

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Stevenson, O. J. High school English composition. Copp, Clark, 1997.

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(Firm), Princeton Review, ed. High school comprehensive English review. Random House, 1998.

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Seath, John. The high school English grammar. Canada Pub Co., 1986.

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West, Alastair. Redbridge High School English department handbook. Redbridge Advisory Service, 1990.

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1924-, Evans William Howard, ed. The teaching of high school English. 5th ed. Macmillan, 1986.

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Teenage Boys and High School English. Heinemann, 2002.

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Reading the media in high school: Media literacy in high school English. Teachers College, Columbia University, 2007.

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Trinity high: Back to school. Afram Publications (Ghana) Limited, 2014.

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Berkeley High School (Berkeley, Calif.). Berkeley High School slang dictionary. North Atlantic Books, 2004.

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Book chapters on the topic "English high school"

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Coles-Ritchie, Marilee. "Epilogue: Cherry High School Now." In Inciting Change in Secondary English Language Programs. Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101074_8.

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Coles-Ritchie, Marilee. "Language Ideologies at Cherry High School." In Inciting Change in Secondary English Language Programs. Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101074_5.

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Yun, Huang. "Reorienting Tibetan High School Students’ English Language Learning." In Multidisciplinary Research Perspectives in Education. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-615-6_4.

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Sahragard, Rahman, and Zahra Alimorad. "Demotivating Factors Affecting Iranian High School Students’ English Learning." In Researching Cultures of Learning. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137296344_16.

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Skerrett, Allison, and Amber Warrington. "Language Arts Instruction in Middle and High School Classrooms." In Handbook of Research on Teaching the English Language Arts. Routledge, 2017. http://dx.doi.org/10.4324/9781315650555-17.

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Seltzer, Kate. "Translingual Writers as Mentors in a High School “English” Classroom." In Educational Linguistics. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36983-5_9.

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Lee, Hyewon. "10. World Englishes in a High School English Class: A Case from Japan." In Principles and Practices of Teaching English as an International Language, edited by Aya Matsuda. Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847697042-012.

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Wang, Qiang, and Zehang Chen. "Twenty-First Century Senior High School English Curriculum Reform in China." In Perspectives on Teaching and Learning English Literacy in China. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4994-8_6.

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Moore, Alex. "English Literature at Brondesbury and Kilburn High School (UK 1980–1984)." In Pedagogies and Curriculums to (Re)imagine Public Education. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-490-0_5.

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Fones, Aliza. "3. Examining High School English Language Learner Teacher Agency: Opportunities and Constraints." In Theorizing and Analyzing Language Teacher Agency, edited by Hayriye Kayi-Aydar, Xuesong (Andy) Gao, Elizabeth R. Miller, Manka Varghese, and Gergana Vitanova. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923927-005.

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Conference papers on the topic "English high school"

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Erliana, Santi. "Secondary High School English Teachers’ Perception toward English as Medium Instruction." In Annual Conference on Social Sciences and Humanities. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007416201040110.

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Basova, Irina. "Educational Potential of English Textbooks for High School." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0099.

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Wahyuni, Delvi, Witri Oktavia, and Ainul Addinna. "Indonesian High School Teachers’ Approaches in Teaching Literature in English." In Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.010.

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Long, Shaoyun. "Modals in Chinese Senior High School Students' Written English." In 2013 International Conference on Education, Management and Social Science. Atlantis Press, 2013. http://dx.doi.org/10.2991/icemss.2013.27.

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Apalko, Irina Yurievna. "Organization of extracurricular english reading in military high school." In VIII International research and practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112469.

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Sumayani, Tria Rahmiyati, Arifuddin Arifuddin, and Syahdan Syahdan. "English Subject Materials for Cross Interest Program and General English in Senior High School." In Proceedings of the 3rd Asian Education Symposium (AES 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/aes-18.2019.110.

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Sousia, Threesje R., and Renata C. G. V. Nikijuluw. "Teachers' Questioning in EFL Classroom: Facts and Expectations at Senior High School in Ambon." In International Conference on English Language Teaching (ICONELT 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.46.

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Souisa, Threesje R., and Astri Mardilla Ramli. "Teachers' Questioning in EFL Classroom: Facts and Expectations at Senior High School in Ambon." In International Conference on English Language Teaching (ICONELT 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.9.

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Mahmudah, Rifa’atul, and Havid Ardi. "The Use of Instagram Platform Toward Junior High School Students’ Speaking Ability." In 7th International Conference on English Language and Teaching (ICOELT 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.061.

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ZAIM, M., Mukhaiyar MUKHAIYAR, and Mentari SYAHRIATI. "The Need for Authentic Assessment for Speaking Skills at Junior High School." In Fifth International Seminar on English Language and Teaching (ISELT 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/iselt-17.2017.18.

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Reports on the topic "English high school"

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Lu, Vivian. The Socio-cultural Content Analysis of English as a Foreign Language Textbooks Used in Junior High School in Taiwan, Republic of China. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7047.

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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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4

Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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Lavadenz, Magaly, Elvira Armas, and Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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&lt;p&gt;In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3&lt;sup&gt;rd&lt;/sup&gt; and 7&lt;sup&gt;th&lt;/sup&gt; grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.&lt;/p&gt;
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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
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