Primary Sources Test scores of ESL students taken over a pre-determined period, as noted by the parameters of the assessment ESL Teacher surveys, conducted thrice over the course of the study, pre-intervention, during intervention, and post-intervention Direct observation in the classroom of ESL students: types of information that are recorded include, body...
Primary Sources Test scores of ESL students taken over a pre-determined period, as noted by the parameters of the assessment ESL Teacher surveys, conducted thrice over the course of the study, pre-intervention, during intervention, and post-intervention Direct observation in the classroom of ESL students: types of information that are recorded include, body language of students (whether they are attentive or inattentive -- body language is described in qualitative terms, such as slouching, straight-backed, eyes focused, eyes unfocused, whether there is note taking, whether the student is reacting to the what the teacher says, whether there is obedience/understanding on the child's part, whether the face expresses confusion, frustration, whether the student asks questions or whether there are any obstacles to learning or challenges in the student's overall deportment that may be considered extraneous factors -- such as the student's makeup, attire, whether the student appears neat and tidy or disheveled and poorly groomed) (Creswell, 2007).
Interviews with ESL practitioners (this is distinct from a survey; surveys can give quantitative data for analysis but interviews especially when open-ended questions are used can give more in-depth responses that are useful especially in acquiring qualitative data for analysis). Interviews will be conducted thrice -- pre-intervention, during intervention, and post-intervention (Merriam, 2002).
Historical documents from state records (used to provide correlation materials that can give some perspective to the records of the school) De-identified school records (these preserve anonymity of participating children and provide scope and continuity in terms of progression results) ESL Learner Surveys, also conducted thrice over the course of the study, pre-intervention, during intervention, and post-intervention (as with the teacher survey, this provides quantifiable data used to gauge strengths and weaknesses of ESL students) ESL Learner Interviews, likewise thrice over the course of the study, pre-intervention, during intervention, and post-intervention (as with teacher interviews, these are used to garner in-depth qualitative data of ESL students based on responses to open-ended questions) Direct observation of teaching methods (this is used to gauge teacher preparedness in the classroom, to see whether the teacher appears confident with resources and/or knowledge of the material, whether the teacher has command of the classroom, how the teacher interacts with students, and how the teacher's presence and delivery might impact the students' learning ability -- whether the teacher uses visual or audible teaching methodology or.
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