Relevant bibliographies by topics / English school

Contents

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

Academic literature on the topic 'English school'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2023

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Journal articles on the topic "English school"

1

Hardy, B. "Llanmadoc School." English 62, no. 238 (2013): 269–70. http://dx.doi.org/10.1093/english/eft025.

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Fadlia, Fadlia, Evi Zulida, Surya Asra, Rahmiati Rahmiati, and Allif Syahputra Bania. "ENGLISH SUBJECT ON ENGLISH FOR SPECIFIC PURPOSES (ESP) IN VOCATIONAL SCHOOLS." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 4, no. 2 (2020): 358–67. http://dx.doi.org/10.30743/ll.v4i2.3064.

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This study aimed to analyze the English subject in two vocational schools in Kota Langsa based on English for Specific Purposes (ESP) approach and how it was implemented in the classroom. This study applied a descriptive qualitative method. The two vocational schools involved in the research are Hotel Hospitality Management and Maritime Fishing Vessel Engineering. The data were gained from the teachers and students by conducting observation, interview, Focus Group Discusssion (FGD), and document analysis of syllabus and teaching materials. The data were analyzed by comparing the real condition of teaching-learning process and the ideal condition based on ESP approach. The finding showed that the two schools used General English (GE) frequently rather than ESP on English subject. Despite the common use of GE in these two schools, they had the option to adjust their English subject into ESP standard. One school had the ESP subject called English for Maritime and another school chose Mandarin subject as the option. As a result, the school only had GE for English subject. Thus, the English subject was taught and designed as English for General Purposes rather than English for Specific Purposes.
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Mulyanah, Euis Yanah, and Ishak Ishak. "ENGLISH INSTRUCTIONS FOR PRIMARY SCHOOL ENGLISH TEACHERS." Globish: An English-Indonesian Journal for English, Education, and Culture 9, no. 2 (2020): 144. http://dx.doi.org/10.31000/globish.v9i2.2822.

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This research aims to motivate and improve Primary School Teacher in English skills. Based on Mulyanah's research 2018, there were 70% of English teachers were found by non-linear based on their previous study and based on TOEFL scores the teacher's lack of competence of English skill and they need interesting teaching media to improve their skill by using English instructions book to maintain the initial motivation, maintain the curiosity and interest of the teachers to develop a desire to learn languages, especially in English easily and quickly. In this research, the descriptive quantitative approach is selected by the researcher with a quasi-experimental design and non-equivalent design control group using pre-test and post-test, experimental and control group to find out the results after treatment given. The sample are 20 English teachers of Primary school in Tangerang, Indonesia. The research is divided into several of processes, pretest, 6 times for the treatments and the last posttest. The results of the research are 1) Increased teacher motivation in learning English, 2) Increased confidence using English both inside and outside the classroom. 3) 0.6% increased teacher competence in their English skills.
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Mo, Haiwen, and Fengjuan Luo. "A Study of the Construction of English Hidden Curriculums at Primary Schools in China." English Language Teaching 12, no. 9 (2019): 66. http://dx.doi.org/10.5539/elt.v12n9p66.

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The hidden curriculum is an important part of curriculums, and constructing the primary school English hidden curriculum is helpful for the implementation of the new National English Curriculums, the development of students’ key competencies and the reform of basic English teaching in China. However, according to the survey conducted with 40 primary school leaders, 60 primary school English teachers as well as 300 primary school students, the hidden curriculum is always ignored in primary school English teaching in China. Schools should meticulously design the educational environment on campus, highlighting the characteristics of English hidden curriculums, integrate English into the class culture, optimizing English educational environment. It is necessary to build a harmonious relationship between teachers and students, to enhance students’ motivation of learning English, to mobilize social and family participation, and to build multiple hidden curricular resources of English so as to promote the reform of English teaching and improve the quality of English teaching at primary schools in China.
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Triana, Novita. "English Education at Elementary School in Japan." PREMISE JOURNAL:ISSN online: 2442-482x, ISSN printed: 2089-3345 6, no. 1 (2017): 20. http://dx.doi.org/10.24127/pj.v6i1.783.

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This paper aims to discuss the implementation of English education in elementary school in Japan. What challenges faced by the implementation of English education in elementary school. This paper reviewed some articles and book chapter regarding teaching English at elementary school in Indonesia and Japan, and the principles of teaching English to young learners (TYL). First, it provides an overview of the characteristics of young learners and challenges faced by teachers in the teaching English to young learners. Second, it will briefly describe the history of English education in Japan, followed by the discussion of the present implementation of English education at elementary schools. Finally, it relates the discussion of English education at elementary school to Indonesian context.Key Words; English Education, Elementary School, TYL
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Al-Jarf, Reima. "English Language Education at the Elementary School Level in Saudi Arabia: A Parents’ Perspective." British Journal of Teacher Education and Pedagogy 1, no. 3 (2022): 31–44. http://dx.doi.org/10.32996/bjtep.2022.1.3.4.

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In Saudi Arabia, there are several school types where children go and learn both English and Arabic: (i) Public (government) and Quranic schools; (ii) private schools where Arabic is the medium of instruction with an intensive English course; (iii) international schools where English is the medium of instruction, and one course is allocated to Arabic and Islamic Studies. This study surveyed a sample of parents to find out the number of hours allocated to English; kinds of textbooks used and whether parents consider them sufficient; parents’ views of their children’s proficiency level in the different English language skills; which language is stronger in children: English or Arabic; which language children use in communicating with their siblings, parents and relatives; the effects of learning English (L2) on Arabic (L1); and the optimal age for starting to learn English. Results showed that at government and Quranic schools, students take 1-2 hours of English a week which parents think are insufficient. At private schools, hours allocated to English vary (between 5-10). At international schools, English is the medium of instruction in all courses. Most parents prefer that children start learning English in kindergarten or first grade. English is the stronger and preferred language for international school students. Private School students have a good command of English and Arabic. Arabic is the stronger and preferred language for Government and Quranic School children. Some parents think that the textbook used at Government School are good, but some teachers are incompetent in their instructional techniques. Some Public Schools (in remote areas or small towns) are understaffed which results in reducing the teaching hours from 2 to 1 hour per week. Parents’ views on the status and quality of foreign/second language education in each type of elementary school in Saudi Arabia are reported in detail.
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Yu, Lihong, Qiuqian Song, and Junxiang Miao. "A Study on the Problems and Countermeasures of Oral English Teaching in Rural Junior Middle Schools under the Background of Man-machine Dialogue Examination in China." Theory and Practice in Language Studies 9, no. 7 (2019): 810. http://dx.doi.org/10.17507/tpls.0907.09.

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English is a main subject of high school entrance examination in China. Many Students have learned English for more than ten years, but they are still unable to communicate with others in English after they graduate from middle school or even high school because of the poor oral English. With the advocacy of the new curriculum reform and quality-oriented education, many provinces and municipalities in China have introduced oral English test into the English exam of high school entrance examination. However, comparing with urban students, students’ oral English in rural areas is relatively weak, which is undoubtedly a huge challenge for rural junior middle schools. Hence, rural junior middle schools need to take measures to improve the oral English of students. This paper analyses the problems of oral English teaching in rural junior middle schools from the aspects of teaching facilities, teachers and students, putting forward some suggestions accordingly.
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Rhoades, Gary. "Folk Norms and School Reform: English Secondary Schools." Sociology of Education 60, no. 1 (1987): 44. http://dx.doi.org/10.2307/2112618.

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Ray, Andrew, Tanya McCormack, and Helen Evans. "Value Added in English Schools." Education Finance and Policy 4, no. 4 (2009): 415–38. http://dx.doi.org/10.1162/edfp.2009.4.4.415.

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Value-added indicators are now a central part of school accountability in England, and value-added information is routinely used in school improvement at both the national and the local levels. This article describes the value-added models that are being used in the academic year 2007–8 by schools, parents, school inspectors, and other professionals in local and national governments. The article outlines the development of value-added models in England following the introduction of national testing at ages seven, eleven, and fourteen in the 1990s. It describes the current “contextual” value-added models in detail, looking at the mathematical specification of the multilevel models and discussing the practical choice of explanatory attainment and contextual variables. The article also describes various uses of the value-added models, including in the published school achievement and attainment tables and in the RAISEonline system that supports schools in their self-evaluation and development planning and informs external inspection.
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Narwana, Kamlesh. "Hierarchies of Access in Schooling: An Exploration of Parental School Choice in Haryana." Millennial Asia 10, no. 2 (2019): 183–203. http://dx.doi.org/10.1177/0976399619853720.

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The parental schooling choice in India has tilted in favour of private schools in a big way and preference for English medium has been highlighted as the main driving force behind this trend. This article analyses the school choice where both private as well as government schools offer education in English and Hindi medium. Based on the primary field survey and secondary data analysis, the article argues that the introduction of English medium in government schools has impacted the village school market significantly as it has led to the closure of three out of four private schools. However, we found that the availability of English medium school is not the sole determinant of school choice. A sharp difference in the profile of students enrolled in the government-run Hindi and English medium schools suggest that caste, gender and economic status also play a significant role in school choice.
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Dissertations / Theses on the topic "English school"

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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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Zhang, Wei. "Investigating school leaders and professional learning in English schools." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493629.

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The study investigates the perceptions of school leaders who have undertaken the National College for School Leadership's (NCSL) programmes as part of their professional learning experience and considers the effect on themselves and their schools. It argues that the transformational and distributive models of leadership on which the NCSL has grounded its programmes do not adequately reflect or explain the current practice of effective leaders. Whilst the College's achievements are acknowledged, the NCSL's hierarchical and rational framework is found to inadequate to meet leaders' professional needs.
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Samuelsson, Josefine. "Fritidsengelskan och skolan : Extramural English and English in school." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-37264.

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Stövring-Nielsen, Birthe. "Secondary School Students' Use of English Outside School." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30831.

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The purpose of this qualitative study is to get secondary school students’ perspectives on how they encounter and use English outside school. Eleven students, six boys and five girls, at two secondary schools in the southern parts of Sweden have been interviewed for the study. The findings of the study show that the secondary school students interviewed in this studyhave many opportunities to use English outside of school. They play online computer games, watch American TV shows and movies, read books in English, listen to music and travel. The students are fond of English and realise the importance of English in society and for their future. They find English, as they encounter it outside of school, of great importance for their development of English.
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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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Lai, Paul F. "Civics English| Integrating Civics in Middle School English Language Arts Teaching." Thesis, University of California, Berkeley, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930491.

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<p> English Language Arts has historically been tied to the civic purposes of schools, and this qualitative study of a social design-based project (Guti&eacute;rrez &amp; Vossoughi, 2010) examines the intersection of language and literacy learning and youth civic engagement, a problem space I call &ldquo;Civics English.&rdquo; In this dissertation, I describe and analyze the experimentation and inquiry process of a Professional Learning Community of English teachers in a diverse middle school as they integrated civic learning and action into their English teaching practices. The dissertation examines this teacher team&rsquo;s development and shifts through various tensions and challenges that arise, analyzing through the lenses of Cultural Historical Activity Theory the ways their Professional Learning Community operated as an English teaching activity system attempting to integrate the cultural activity of civic engagement, leading to the teachers&rsquo; expansive professional learning (Engestr&ouml;m, 2001) about possibilities and challenges of Civics English.</p><p> The English teachers implemented various civic action projects, including producing and sharing multimodal civic advocacy essays online, composing and presenting children&rsquo;s storybooks about civics issues, and organizing and conducting a Town Hall with local leaders about civic dimensions of allyship and youth sports. This study looks at how, contextualized by these civics activities, they adapt and innovate customary English Language Arts practices, such as reading novels, writing in authentic genres with blended text types, and developing literacy and discourse. As the teachers encounter various tensions that arise in their attempts at Civics English, I present evidence of how these tensions emerge from the contradictions of two intersecting cultural activity systems, and what adaptations and innovations the teachers develop to overcome these tensions.</p><p> Integrating civics causes shifts in the teachers&rsquo; practices of literary study, writing, and classroom discussion, as they orient students&rsquo; learning towards public audiences, collective action, and discursive models of political and professional discourse. I identify how reading literature creates an imaginative space for civic deliberation. And I demonstrate how the Town Hall civics project shifts various dimensions of literacy and language activity by recontextualizing them. The potentials and the constraints of these shifts are examined through studying the teachers&rsquo; work, students&rsquo; language and activity, and the civic event&rsquo;s efficacy as an English teaching focal point.</p><p>
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Thompson, Gene R. "Japanese high school English teachers' self-Efficacy beliefs about teaching English." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/99500/1/Gene_Thompson_Thesis.pdf.

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This study used a sequential mixed method design to investigate the self-efficacy for teaching beliefs of Japanese high school teachers of English (JTEs). It identified five dimensions of teacher efficacy beliefs related to student achievement, English capability, communicative teaching, collective collaboration, and workload regulation. Findings indicate that contextual and personal factors influence JTE self-efficacy for teaching beliefs, and suggest that social persuasion (i.e., a source of efficacy beliefs) may be a stronger influence on the development of teacher efficacy beliefs in the Japanese context.
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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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Österlund, Maria. "Extramural English : A study of Swedish upper secondary school students’ contacts with English outside of school and their attitudes towards English in relation to their English proficiency." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32608.

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The aim of this paper was to look at a group of Swedish upper secondary school students’ extramural English activities in comparison to their final grades and their grades on the National Test in English level 5. The aim was also to see what role motivation could potentially play. The method was of a mixed nature with both questionnaires and interviews. The results show tendencies, in accordance with previous research, that there is a correlation between the students’ grades and their extramural English activities. The results also show that attitudes towards English are in correlation with both extramural English and the students’ grades.<br>Syftet med denna studie var att undersöka en grupp svenska gymnasieelevers kontakt med engelska utanför skolan i relation till deras slutbetyg och deras betyg från nationella proven från engelska nivå 5. Syftet var också att undersöka elevernas attityder till och motivation för det engelska språket. Både en kvantitativ metod i form av ett frågeformulär och en kvalitativ metod i form av intervjuer användes. Resultaten visar, i linje med tidigare forskning, att det finns ett samband mellan studenternas betyg och kontakt med engelska utanför skolan. Resultaten visar också att attityder till det engelska språket har ett samband både med studenternas kontakt med engelska utanför skolan och deras betyg.
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Books on the topic "English school"

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Joyce, Kelly, White Dorothea, and Rinear Marilyn C, eds. English middle school. XAM, Inc., 2004.

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Govier, Heather. Primary school English policy. First & Best in Education, 1997.

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

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Korea (South). Kyoyuk Inchŏk Chawŏnbu, ed. Yŏngŏ: Elementary school English. 2nd ed. Ch'ŏnjae Kyoyuk, 2007.

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Korea (South). Kyoyuk Inchŏk Chawŏnbu, ed. Yŏngŏ: Elementary school English. 2nd ed. Ch'ŏnjae Kyoyuk, 2007.

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

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Flower, Raymond. Oundle and the English public school. Stacey International, 1989.

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Enterprises, Ammie. School letters in English and Spanish. Ammie Enterprises, 1993.

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A, Biblograf S., and National Textbook Company, eds. Vox Spanish and English school dictionary: English-Spanish, Spanish-English. National Textbook Co., 1996.

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Elias, Elias A. The school dictionary: English-Arabic. Islamic Book Service, 1990.

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Book chapters on the topic "English school"

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Kapitonenko, Mykola. "English school." In International Relations Theory. Routledge, 2022. http://dx.doi.org/10.4324/9781003132769-6.

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Navari, Cornelia. "English School Methodology." In Guide to the English School in International Studies. John Wiley & Sons, 2014. http://dx.doi.org/10.1002/9781118624722.ch13.

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Dunne, Tim. "The English School." In Inventing International Society. Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1057/9780230376137_1.

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Linklater, Andrew. "The English School." In Theories of International Relations. Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-31136-8_4.

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Maloney, J. "English Historical School." In The New Palgrave Dictionary of Economics. Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1057/978-1-349-95121-5_41-1.

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Bridgwater, Patrick. "Wimbledon School." In Arthur Schopenhauer's English Schooling. Routledge, 2021. http://dx.doi.org/10.4324/9781003007418-7.

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Schouenborg, Laust. "‘Reconvening’ the English School." In International Society. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56055-3_6.

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Good, Caroline. "Constructing the ‘English School’." In Historical Writing in Britain, 1688–1830. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137332646_4.

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Cusden, Phoebe E. "Home and School." In The English Nursery School. Routledge, 2022. http://dx.doi.org/10.4324/9781003328315-9.

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Cusden, Phoebe E. "Nursery School Meals." In The English Nursery School. Routledge, 2022. http://dx.doi.org/10.4324/9781003328315-7.

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Conference papers on the topic "English school"

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Shahnaz, Muthia, and Isti Siti Saleha Gandana. "Teaching English in a Rural School." In Thirteenth Conference on Applied Linguistics (CONAPLIN 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210427.051.

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Sládková, Věra. "Modal verbs in English essays written by Czech secondary-school students." In Eighth Brno Conference on Linguistics Studies in English. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-10.

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This paper presents the findings of a frequency analysis of modal verbs and their complementation in 390 English school-leaving essays written by Czech secondary-school students in a high-stakes B1 level exam. These constitute a learner corpus, CZEMATELC 2017. The study reveals a very high proportion of correct complementation patterns, but predominantly with lexical verbs at A1 and A2 CEFR levels. The most frequent errors are the complementation of modal verbs by past-tense forms of lexical verbs and the absence of complementation.
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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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Rochman, Cheaerul, Dindin Nasrudin, Yeti Heryati, Rokayah, and Yayah Kusbudiah. "Intelligent Quotient, Developmental Profiles, and Early Science Literacy in Primary School." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008216302360242.

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Thadphoothon, Janpha. "English Language Competence of Thai School Teachers." In International Conference on Economics and Management Innovations (ICEMI). Volkson Press, 2017. http://dx.doi.org/10.26480/icemi.01.2017.154.156.

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Martinez, Leticia. "Student Engagement Among High School English Learners." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1575364.

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Lestari, Slamet. "The English Learning Management in Primary School." In 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/yicemap-17.2017.66.

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Latkovska, Evija, and Endija Zustrupa. "Differentiated Activities in the Context of Inclusive Education to Enhance the Acquisition of the English Language at Primary School." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.08.

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In the 21st century one of the reasons for teachers to pursue continuous professional development is experiencing demanding situations in their lessons, because the concept of mixed-ability teaching has broadened schools being open to diversity. Consequently, different pupils learn together in comprehensive schools and have equal rights to quality education. That also regards language learning. In the present article the authors look upon a situation in which a teacher of English in a comprehensive school has to deal with groups of primary school pupils who have varied needs and preferences for learning a foreign language both academically and socially (for example, having problems with reading and understanding the read material, focusing and keeping attention, working in pairs or groups). Therefore, the use of differentiated activities to enhance primary school pupils’ acquisition of the English language is explored. The chosen research method is a case study in which 14 primary school pupils take part. Data collection methods used in the research are observation (a teacher’s diary to notice the pupils’ strengths and weaknesses of learning English and checklists to gather the evidence of the pupils’ learning achievement) and document analysis (test evaluation forms to record the pupils’ learning results and progress). The analysis of the gathered data shows that the use of the chosen differentiated activities, which are based on the ideas of mixed-ability teaching and inclusive education, has helped the pupils improve the acquisition of the English language The results of the case study allow the authors to conclude that the varied needs and preferences pupils have for learning a foreign language are a compelling reason for teachers to find new ways of teaching to be able to help each learner prosper.
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Lee, Hyang-Mi, and Mun-Koo Kang. "An Analysis of English Modal Auxiliary Verbs in Middle School English Textbooks." In Education 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.127.36.

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He, Feng. "Study of Teaching English in Primary School with Original English Animated Films." In Proceedings of the 3rd International Conference on Economics and Management, Education, Humanities and Social Sciences (EMEHSS 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/emehss-19.2019.76.

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Reports on the topic "English school"

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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMISE Model increased use of EL specific research-based approaches to student grouping, placement, instruction, school structures, curriculum choices, program design and practices in addition to more knowledgeable and advocacy-oriented leaders and distributive leadership. The brief presents five lessons learned that contribute to a deeper understanding of the impact of a school reform model on English Learners. Two policy recommendations include: 1) broadly disseminate research on effective EL education and provide an infrastructure of support with EL expertise; and 2) adopt the PROMISE Model or components of the model as a viable school improvement strategy.
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Arbreton, Amy J. A. Arbreton, Julie Goldsmith Goldsmith, and Linda Jucovy Jucovy. Gaining Ground: Supporting English Learners Through After-School Literacy Programming. Public/Private Ventures, 2008. http://dx.doi.org/10.15868/socialsector.814.

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Estrada-Miller, Jeimee, Leni Wolf, Elvira Armas, and Magaly Lavadenz. Uplifting the Perspectives and Preferences of the Families of English Learners in Los Angeles Unified School District and Charter Schools: Findings from a Representative Poll. Loyola Marymount University, 2022. http://dx.doi.org/10.15365/ceel.policy.11.

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This research and policy brief uplifts findings from a 2021 poll of 129 LAUSD and affiliate charter school English Learner families. The poll covers a broad range of topics including families’ pandemic experiences in and outside of school, communication with schools, levels of engagement and representation in school-based decisions, and expectations of schools for the future. Findings indicate that: (1) a majority of EL families are engaged and report that they attend school activities; (2) EL families report feeling heard at their school sites and would like more personalized communication like home visits and calls; (3) EL families want more information about their child’s academic and English language development; and (4) EL Families want schools to rethink how they educate students, including more one-on-one academic support and wrap-around services. Based on these findings, the authors make both short- and long-term recommendations for policy and practice. This brief is intended to be used as a supplement to the full report—a joint effort by Great Public Schools Now, Loyola Marymount University’s Center for Equity for English Learners, and Families in Schools which captures perspectives of 500 English learner and non-English learner families.
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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.
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Ray, Maureen. School Culture and the Affective Learning Needs of Latino Long-term English Learners. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2206.

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Luke, Christina, Sierra Noakes, and Aubrey Francisco. Rapid Cycle Pilots: Using Edtech to Support English Learners. Digital Promise, 2017. http://dx.doi.org/10.51388/20.500.12265/26.

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In 2016-2017 Digital Promise conducted pilots of two different edtech tools to support English Learners in San Diego area school districts. This report shares process and outcome findings to improve the design, selection, and implementation of edtech for English Learners.
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O’ Brien, Gisela, Magaly Lavadenz, and Elvira Armas. Project-Based Learning for English Learners: Promises and Challenges. CEEL, 2014. http://dx.doi.org/10.15365/ceel.article.2014.1.

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In this article the authors explore project-based learning (PBL) as an avenue for meeting the needs of English learners against the backdrop of both the 2010 California Common Core State Standards and the 2012 English Language Development Standards. They begin with a definition and brief history of PBL. The authors then propose and expanded version of PBL that considers the unique linguistic needs of ELs and conclude with two promising examples from two California school districts.
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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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Cristia, Julian P., Paulo Bastos, Kim Beomsoo, and Ofer Malamud. Good schools or good students?: evidence on school effects from universal random assignment of students to high schools. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004380.

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How much do schools differ in their effectiveness? Recent studies that seek to answer this question account for student sorting using random assignment generated by central allocation mechanisms or oversubscribed schools. However, the resulting estimates, while causal, may also reflect peer effects due to differences in peer quality of non-randomized students. We exploit universal random assignment of students to high schools in certain areas of South Korea to provide estimates of school effects that may better reflect the effects of school practices. We find significant effects of schools on scores in high-stakes college entrance exams: a 1 standard deviation increase in school quality leads to 0.06-0.08 standard deviations higher average academic achievement in Korean and English languages. Analogous estimates from areas of South Korea that do not use random assignment, and therefore include the effects of student sorting and peer effects, are substantially higher.
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Campoli, Ayana, and Linda Darling-Hammond. Principal learning opportunities and school outcomes: Evidence from California. Learning Policy Institute, 2022. http://dx.doi.org/10.54300/438.376.

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This study looks at the relationship between principals’ learning opportunities (both preservice preparation and in-service professional development) and key outcomes for the teachers and students in their schools. It examines both teacher retention and student achievement gains in English language arts and mathematics. It offers a new perspective on the efficacy of professional learning by using detailed data from a large, representative sample of principals directly linked to individual-level information from the teachers and students in their schools.
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