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Project Overview

Funding Amount: $1,107,771.00
Funding Agency: U.S. Department of Education
Project Duration: 08/01/2008-07/31/2012

Project Goals

Goal 1: To understand the relationship between ESOL-infused Elementary ProTeach program participation, i.e., graduates from the ProTeach program working with ELLs in the State of Florida, and the academic achievement of ELLs in their classes.

Goal 2: To understand the variables that influence the implementation of effective teaching practices for ELLs and the achievement of ELLs in elementary education settings in Florida.

Goal 3: Use information obtained in the study to modify and enhance the University of Florida ESOL-infused teacher preparation program and to inform teacher educators, policymakers, and educational administrators working with pre- and in-service teachers of the study findings both within the State of Florida and nationally.

Project Activities

EDW Dataset — a subset of this quantitative dataset from the Florida Department of Education is being analyzed to answer the following research questions:

1. Do different teacher preparation paths make a significant difference in ELL student achievement? For example, controlling for experience, does preservice versus inservice preparation, or graduate versus undergraduate preparation, and/or specialization in ESOL make a difference in the academic achievement and English language development for ELLs and for former ELLs?

2. Is there a significant difference in aggregate student performance between teachers who received the ESOL endorsement at UF compared to teachers who received the ESOL endorsement at a non-UF school? Do students whose teachers graduated from UF and who received the ESOL endorsement through an infused ESOL endorsement program (and who have been teaching since 2002) perform significantly better on the FCAT and on other measures than students whose teachers did not graduate from UF and did not receive the ESOL endorsement through an infused program prior to 2002?

3. How is teacher effectiveness mediated by contextual variables? Contextual variables refer to student, teacher, and school-related variables. Some variables include demographic data (listed below). These are further detailed on the accompanying EDW dataset request sheet. We are requesting data for these variables because we know from research that demographic factors, such as a student’s race, socio-economic status, and home language, among others, are correlated with student achievement.

Surveys — this aspect of the study investigated how graduates of the UF teacher preparation program, ProTeach, felt in their preparedness and effectiveness while working with English language learners in their mainstream elementary classrooms.

Case studies — using detailed observation data and in-depth interviews with six teachers, this aspect of the study investigates the ways teachers in mainstream classrooms, who are graduates of the ProTeach program work with English language learners in their classrooms.