They represent the contribution to the knowledge. They also relate directly to the significance of the study, which is always, in some way, to improve the human condition. These are the major generalizations, the answer to the problem s revealed in Chapters 1 and 2. For the first time in the dissertation, the researcher can state a personal opinion when the collected data support it. These can take two forms: recommendations for further study, or recommendations for change, or both. Each recommendation should trace directly to a conclusion. These will follow the specific format of an individual style guide, such as APA, Chicago, or other. Every name and year in the body of the text should be repeated in the list of references with no exceptions.

In a qualitative or quantitative, if the study involves an organization, a letter of permission to conduct the study is required from the appropriate administrator at the organization. The full policy report provides expanded descriptions of the recommendations, related research summaries, with citations, and metrics for tracking the implementation of these recommendations. Robert Linquanti. Donna Brinton. Dafney Blanca Dabach. Findings suggest that novice teachers were most likely to be placed into separate EL content-area classrooms, unless more senior teachers requested these assignments or administrators intervened. KEYWORDS: English language learners, immigration, teacher staffing, educational inequality, secondary schools.

Roslyn Mickelson. Using survey data from the Charlotte-Mecklenburg Schools, a North Carolina district that used mandatory busing to desegregate its schools, the author demonstrates the direct and indirect negative effects of segregation on academic achievement in ways not employed previously. The distinctive research design includes a longitudinal measure of exposure to racially isolated Black elementary education, multiple indicators of educational outcomes, measures of track placement, and a large representative sample of grade 12 students from the entire school system. Marguerite Lukes. Holbrook Mahn. Professional Development in Action: Improving Teaching for English Learners.

Christopher Browder. Ross E Mitchell. Eduardo Garcia. Kristin Lems. Marisa Ferraro. Erin Mackinney. Ross Mitchell. Karen E. Lillie , Amy Markos. Joan Wink , LeAnn Putney. carla paciotto. Sophia Rodriguez. Ceci Gz. Eliana D Rojas. Miguel Fernández Álvarez , Cynthia Valenciano. Gail Sunderman. Karla Perez. Tammy Oberg De La Garza. David Cassels Johnson , Crissa Stephens , Joan Johnston Nelson. David Cassels Johnson. Julie Miller-Cribbs. Allison Briceno. Sergio L. Lori Falchi. Jessica Brathwaite. KRIS D GUTIERREZ. Letitia Basford. Anna Marie Tracy. Rabia Hos. Stacey Lee. Laura M Gomez. Karisa Peer. Monica L Jacobo Suárez. Steven Athanases. Joanna Wong. Log in with Facebook Log in with Google. Remember me on this computer. Enter the email address you signed up with and we'll email you a reset link.

Need an account? Click here to sign up. Download Free PDF. Dissertation- Chapter 5: Discussion, Implications, Conclusions. Continue Reading Download Free PDF. Related Papers. Dissertation- Chap 1: Introduction. Chapter 1: Introduction. Download Free PDF View PDF. education policy analysis archives English Learners in California Schools: Unequal resources, 'Unequal outcomes. education policy analysis archives Decentralization, teacher quality, and the education of English learners: Do state education agencies effectively prepare teachers of Els? Teachers College Record: The Voice of Scholarship in Education Immigration, Language, and Education: How Does Language Policy Structure Opportunity?

Seizing the Opportunity to Narrow the Achievement Gap for English Learners: Research-based Recommendations for the Use of LCFF Funds. PsycEXTRA Dataset Effects of the Implementation of Proposition on the Education of English Learners, K Findings from a Five-Year Evaluation: Final Report for AB 56 and AB The CATESOL Journal, Teacher Placement Into Immigrant English Learner Classrooms: Limiting Access in Comprehensive High Schools. American Educational Research Journal Subverting Swann: First- and Second-Generation Segregation in the Charlotte-Mecklenburg Schools.

Regimes of Belonging — Schools — Migrations Deconstructing the Dropout Factory: Redesigning Secondary Schools to Better Serve Immigrant Youth — Examples from the US Context. In particular, this study revealed the extent to which Els are segregated from NESs and the extent to which Els are taught by credentialed or experienced teachers. An important aspect of this study was also to highlight the current school landscape related to Els in North Carolina, one new immigrant destination. I begin this section with a reminder of the motivation driving this study as well as the methods used in addressing each research question. I follow with a summary and discussion of the results of each research question. Next I address the strengths and limitations of the study.

I conclude by explaining the implications for research, policy, and practice. Summary of Motivation and Methods Els are an increasingly prevalent population in schools across the U. In general, Els depend to a great extent on the school to learn academic English, a necessary prerequisite for academic success. The extent to which Els learn English and succeed academically is influenced by the quality of their teachers. However, there is considerable evidence that teachers equipped with this knowledge and these skills are in short supply Wainer, , and even those teachers who have received some training in how to teach Els do not feel adequately prepared to support the learning needs of these students Gandara, At a more basic level, there is little research documenting the characteristics of the teachers who work with Els.

To what extent are Els segregated from native English speakers within their math and language arts classes? How does segregation vary over time, by urbanicity, by school level, across schools with different proportions of Els, and across schools with different immigrant growth profiles? How frequently are Els taught by an ESL credentialed or El experienced teacher in their math and language arts classes? How does access vary over time, by urbanicity, by school level, across schools with different proportions of Els, and across schools with different immigrant growth profiles? How does the classroom context of reception impact student achievement?

Does the degree of classroom segregation impact El achievement on standardized tests of math and language arts? Does being taught by an ESL credentialed or El experienced teacher impact El achievement on standardized tests of math and language arts? Does the effect of being in a segregated class differ for students who are or are not taught by an ESL credentialed or El experienced teacher? I explore these questions using state administrative data provided by the North Carolina Department of Public Instruction. I use descriptive analysis to address the first two sets of questions. First, I investigate the extent to which Els are segregated from NESs using two measures of segregation: evenness and exposure.

To address the third set of research questions I use OLS regression and regression with school and student fixed effects. Including fixed effects reduces bias in the estimates of the impact of the treatment variables on El achievement but limits the samples in ways that may reduce generalizability. Summary and Discussion of Results Research question 1: Segregation of Els from NESs. In answer to the first research question, CELs and RELs are typically in classrooms where they are the minority and NESs make up the majority. In fact, a sizable proportion of Els are in singleton classes, meaning they have no peers who are also learning English or were formerly learning English. That being said, there is a small and growing population of CELs in segregated classrooms.

These segregated settings are remedial or specialized classes, albeit not necessarily designed specifically for Els. It is likely then that middle school Els are being tracked into remedial classes, which research suggests are less rigorous, more focused on behavior than academics, and provide less opportunity to learn than general or high track classes Oakes, Figure 1. Pie chart showing average years as CEL for middle school students in segregated classes. This study also unearthed important differences in the experiences of the El population in North Carolina compared to those of other subgroups. Notably, this study established that Els are more exposed to NESs than racial minorities are exposed to Whites. Evidence from this study suggests that one reason Els are highly exposed to NESs is because they are a small proportion of the student population in most schools.

Thus, exposure appears to be a function of population size and years spent as a CEL instead of concerted efforts to integrate Els and NESs. While the data used in this study cannot confirm whether this is the case for Els in North Carolina, the evidence does suggest that CELs in middle school are concentrated in classes for remediation. Importantly, it does not seem to be the case that these classes are designed to help Els acquire English, but rather are classes where students receive remediation in math or ELA. Future research will have to investigate whether placing CELs in remedial classes is related to their ability to acquire English and ultimately reclassify.

There are few sizable differences in segregation based on urbanicity or immigrant growth. It is also evident that there are school districts that do not practice segregating Els into distinct classes, as indicated by the yellow areas in Figure It could be that these districts do not have sufficient Els to justify tracking them into segregated classrooms. On average, districts that have at least one school with a segregated class have about 3, Els, while those who do not average about Els. Percent of Els in segregated classrooms by school district. Figure 3. Finally, the descriptive evidence suggests that Els have become more segregated from NESs over time.

Research question 2: Access to credentialed or experienced teachers. The second research question was an attempt to understand who is teaching Els, and specifically, to what extent these teachers were credentialed or had El teaching experience. Further, 37 of school districts did not employ any ESL credentialed teachers. On average, these 37 counties each enrolled about Els. Sampson County, which has seen one of the fastest growth rates in the El population, has no credentialed El teachers for a population of more than 3, Els. At the same time there is evidence that teachers with either an ESL credential or El experience are being matched with Els, and CELs in particular. The descriptive evidence above showed that Els, and CELs in particular, are more likely to be taught be an ESL credentialed teacher or El experienced teacher than their NES peers in both middle and elementary school.

Previous research has found that in California, the state with the largest El population, teachers report receiving the majority of their training on techniques for differentiating instruction for English learners on the job Gandara, et al. The results in this section suggest that there may be a group of teachers who are assigned to work with Els even though they do not have an ESL credential. However, this study shows that geography and school contexts are related to indicators of teacher quality. Importantly though, the differences impact Els and NESs similarly, suggesting that differential access to high quality teachers is driven by between school, and not within school, sorting of teachers. Els who have not reached proficiency in English by the end of elementary school are assigned to classes with peers who are achieving on average about a third of a standard deviation lower than the peers of RELs, are less likely than the classes of RELs to be advanced and more likely to be remedial.

On the contrary, Els who enter middle school proficient in English largely join the mainstream path of their NES peers. They are assigned to teachers with an ESL credential at almost the same rate as their NES peers and are not enrolled in specialized ESL classes. If you have used too many abbreviations in your dissertation, it is best to create a numbered list for them so readers can quickly look them up. Make sure to create the list in an alphabetised manner. If your dissertation contains too many technical and specialised terms, which you believe may not be easily comprehensible, then make sure to create an alphabetised glossary in your dissertation as well.

The introduction of your research sets the foundation of your dissertation. Discussed in detail in the article below. The critical evaluation of existing literature on the topic. The listing and explanation of your utilised methods for research. The listing of all the findings that you have gathered from your episodes. Future Considerations can be included in your dissertation if you feel that further research is necessary for your topic. You can choose to give suggestions and stress upon the importance of your topic. The Reference List includes the full details of all sources that you have used for your research.

Depending on the reference style, you will format the sources accordingly list them down in the References section. Any kind of documents that do not directly fit into the main body of your dissertation can be added in the Appendices section. uk is offering expert assistance for university students at any level. Our dissertation writing service has been serving students since The first chapter of your dissertation, the Introduction establishes the purpose of your dissertation. This is where you:. Your introduction should clearly cover the WHAT, WHY and HOW of your research and should be engaging enough to have the reader remain engaged for the overall dissertation. The Literature Review is a critical evaluation of all the existing literature on the topic.

The Literature Review helps you to:. The literature review is done before you start writing your dissertation because it forms the basis for your theoretical framework, wherein you have to analyse and define the models, concepts and key theories for your research. In the Methodology chapter, you list down the methods that you have used for your research and collecting your data. This can include both qualitative and quantitative methods. The purpose of this chapter is to give an insight into the efforts you have put into collecting the data for your research, hence giving it a form of legitimacy.

The Research Findings are where you carefully list down all that you have managed to find while conducting your research. An integral chapter, this is where you justify your research by elaborating upon your research. You can reinstate your research questions and hypotheses and make up your case as to how your findings correlate with your research aims. The Conclusion is the final chapter of your dissertation. In this chapter, you mention your results and establish how they have helped you in achieving your research aims and objectives. You can include tables, charts and graphs for presenting your view points.

While elaborating on your view points, you can try to make mentions of the methods you used for researching and collecting data, to further strengthen your case. In this section, you must interpret the results in detail to justify whether or not the findings met your research expectations. You can also consider alternative interpretations of the findings and discuss limitations that had some influence on the results. Afterwards, you can choose to give further suggestions for the research if you feel necessary. While there can be a separate chapter for the Recommendations, sometimes the suggestions are included in the Conclusion chapter only. Once you are done justifying your research and elaborating upon its importance, you can move towards wrapping up your dissertation by reflecting on what you did and how you managed to do it.

View different varieties of dissertation topics and samples on multiple subjects for every educational level. Managing your dissertation by yourself is no easy task indeed. Many students find it difficult to write a dissertation all by themselves. This can be due to a variety of factors but the problem arises when the dissertation is not complete within time, causing a delay in their graduation.

Last Updated on December 13, by Ayla Myrick. Refer to the hypotheses, objectives, or questions. Assess the meaning of the results by evaluating and interpreting. Speculation should be reasonable, firmly justified, and subject to test. This is the hardest part to write because committees may challenge the interpretation of the data in the Defense. List the primary research questions from Chapter 1 and answer them with the results. Cite several studies from Chapter 2 for comparison and contrast with the results. The conclusions relate directly to the research questions or objectives. They represent the contribution to the knowledge. They also relate directly to the significance of the study, which is always, in some way, to improve the human condition. These are the major generalizations, the answer to the problem s revealed in Chapters 1 and 2.

For the first time in the dissertation, the researcher can state a personal opinion when the collected data support it. These can take two forms: recommendations for further study, or recommendations for change, or both. Each recommendation should trace directly to a conclusion. These will follow the specific format of an individual style guide, such as APA, Chicago, or other. Every name and year in the body of the text should be repeated in the list of references with no exceptions. In a qualitative or quantitative, if the study involves an organization, a letter of permission to conduct the study is required from the appropriate administrator at the organization.

In a qualitative study, a letter of invitation and consent form from all adult participants is included, and a letter of permission from parents if minors are involved. Data collection instruments are included. Some institutions require a vita at the end. Our consultants can assist students to find the meaning of the information they have collected and to present it in a manner that can be defended. Sitemap - Terms and Conditions - Privacy Policy. Home About Us Our Consultants FAQ Blog Free Quote. Share 1.

Author Recent Posts. Ayla Myrick. Network Coordinator at Dissertation Editing Services. Latest posts by Ayla Myrick see all. How To Write A Paper In APA Format - November 4, Surviving a Bad Thesis or Dissertation Advisor - December 22, How To Be the CEO Of Your Dissertation — Selecting Your Dissertation Advisor and Composing the Dissertation Committee - December 19,

Erin Mackinney. Contributions and Limitations One of the greatest strengths of this study is that it utilizes a statewide longitudinal dataset that links students to teachers. Professional Development in Action: Improving Teaching for English Learners. Another possibility is that segregated classrooms enroll more newcomer students, and experience with Els in general does not translate into effectiveness with newcomers. Afterwards, you can choose to give further suggestions for the research if you feel necessary. Goldenberg, In fact, a sizable proportion of Els are in singleton classes, meaning they have no peers who are also learning English or were formerly learning English.

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