ESL curriculum implementation and academic outcomes for English language learners

¶ … Data Collection Procedure

What do you see as the value of the IRB? Why would one be needed for informal research, such as a class assignment?

IRB's value to researchers in America's Universities (AU) is enablement of superior ethical standards in conducting research works (including respondent protection), while allowing students, teaching faculty and other staff members to carry out research works in an efficient and timely manner. IRB aims at creating an atmosphere of awareness and respect for research subjects' welfare and rights in university campuses, along with expanding on knowledge and enabling research of the best quality (Enfield & Truwit, 2008).

Issues that the IRB might be interested in reviewing regarding the research question and design for this research study

Respecting Involved Individuals. Mandated by a moral obligation to respect other people, the idea of informed consent comprises three components: information, voluntariness, and understanding. Research subjects are to be provided with adequate information, for them to decide on or against participating; also, a statement must be provided, allowing them to pose queries as well as withdraw from the study whenever they desire (Amdur & Bankert, 2011).

Respect the research site. This must be done by obtaining consent prior to entry into the site, by ensuring the least possible disturbance to the site in the course of the study, and perceiving oneself as a mere "guest" visiting the site (Creswell, 2012; Amdur & Bankert, 2011).

An obligation to not deliberately withhold beneficial treatments from some respondents, only disclose outcomes that are positive, or conceal study objective from participating individuals. It is beneficial to include stakeholders in respondent risk assessment, not coerce respondents to sign any consent forms, refrain from engaging in practices, which lead to imbalances in power, and respect indigenous cultural norms (Creswell, 2012).

An Instrumental Case Study Methodology

I. Problem Statement and Research Question

Educators teaching a large share of English Language Learners encounter financial concerns. This research work's implementation is rather costly, as it necessitates training of all staff members. For a large number of ELLs, academic English proficiency is crucial to their academic success as well as postsecondary stage preparedness (RPS, 2015). Therefore, there is a need for presenting information for aiding decision-making with regard to the ideal curriculum for a special education initiative for elementary school ELLs. This qualitative research recommends implementation of ESL (English as a Second Language initiative) for children with special education needs, by other school districts (Creswell, 2012).

Research Questions;

1. How is the academic progress and language proficiency of pupils impacted by the new ESL curriculum?

1. What procedure does the curriculum-forming committee follow while making course-related decisions?

III. Sampling Procedures, including Methods for Protection of Human Subjects

Simple Random Sampling: This denotes the most rigorous and widely-used probability sampling form for any population. In this method, researchers choose study subjects (or units (e.g., schools)) such that everyone in the population is equally likely to be chosen. The sampling method's objective is choosing people who will represent the population. All biases within the population are distributed equally among chosen individuals (Creswell, 2012; Fowler, 2009).

Participant safety is a must, as is ensuring that no information learnt during the study leaks out to anyone not part of the research group. Response confidentiality must be maintained, by, for instance, minimizing linking of respondents with details identifying them. Respondent-response links must be made using an identification member known only to researcher(s) (Creswell, 2012).

IV. Data Collection Methods

Researchers will typically utilize two methods of data collection: interviews and questionnaires. They must consider both forms, weighing their pros and cons. The above two instruments may be differentiated in terms of who records or completes information through the tool: the researchers or respondents. In questionnaire method, study participants complete and hand in the form to researchers. Basic demographic data is supplied, and questions posed in the questionnaire are answered, by the participants. On the other hand, in interview surveys, researchers pose questions to participants, observe their behavior or wait for their reply, and note it down. One must not confuse quantitative interviews with qualitative ones. In the former technique, researchers employ a semi-structured or structured interview largely comprising closed-ended questions, offer response alternatives to respondents, and note down their responses; whereas in the latter, researchers pose open-ended questions (i.e., without any response options), hear participant responses, and note them down (Creswell, 2012).

Reference

Amdur, R.J. & Bankert, E.A. (2011). Institutional review board: member handbook. (3rd ed). Boston: Jones & Bartlett Publishers. pp. 12-15.

Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. (4th ed.) Pearson Education, Inc.

Enfield, K. B. & Truwit, J. D. (2008). The Purpose, Composition, and Function of an Institutional Review Board: Balancing Priorities. Respiratory Care, 53, 1330-1336.

Fowler, F. J. (2009). Survey research methods (4th ed.). Los Angeles, CA: Sage.

Randolph Public Schools (RPS), (2015), ENGLISH LANGUAGE LEARNERS EDUCATION HANDBOOK: OFFICE OF ENGLISH LANGUAGE LEARNERS EDUCATION.

Solano-Flores, G. & Trumbull, E. (2003). Examining language in context: The need for new research and practice paradigms in the testing of English-language learners. Educational Researcher 32, 3-13.