商品簡介
When I prepared this book to publication, I kept two audiences in mind. Teachers and administrators of public schools were my main focus of course, but I also thought about the California Educational Department, whose members may be interested in the study results regarding alternative methods of instruction incorporated in school curricula. The book is based on research, conducted in elementary, middle, and high schools with the high percentage of English Learners (EL), also known as Limited English Proficient (LEP) students in northern California.
The chapters of the book serve as a course of professional development for administrators and educators in K-12 institutions. The book also serves as a course for graduate students purchasing their degree in educational and social studies. The purpose of the book is to provide guidance for school leaders how to improve education for LEP students.
The qualitative study, described in the book, sought to develop a broader understanding of the influence of art education and distance learning on disadvantaged LEP students achievements in English, core subjects, and communication. The deeper understanding was derived from the van Kaam’s method of analysis of the survey responses provided by participating ESL and core subject teachers. The results reveal the opinions of teachers regarding the influence of art education and distance learning on LEP students’ ability (a) to learn English language, (b) to learn core subjects, and (c) to master communication (Goretskaya, 2007). The theory and model were created as a result of investigation and deep analysis of teachers’ responses to interview questions.
Book includes comprehensive literature review that supports significant importance of finding new ways and creating special programs for teaching Limited English Proficient (LEP) students in additional to existing ones. An explanation of findings and recommendations to educational leaders, based on results of the study on influence of visual culture on English Learners achievements in public schools are provided.
This qualitative study addressed the main research question: How do art education and distance learning, incorporated in instruction and the school curriculum, assist English learners in increasing their performance level in both second language and mainstream classes? The opinions of 35 teachers from three public schools (elementary, middle, and high) in northern California were examined, using the van Kaam’s phenomenological method. The methodology included a review of the literature, the analysis of data from teacher responses to interview questions, and Annual Performance Index’s reports. The new model, based on results, explains how alternative methods of instruction for disadvantaged English Learners help these learners improve their achievement to meet the minimum state standards. The most important aspects of alternative instructional methods that affect the learning process are discussed (Goretskaya, 2007).
I hope the findings from the research and recommendations, provided in the book, would assist educational leaders in gaining updated information how art education and distance learning benefit LEP students' abilities to succeed. Both structural and qualitative descriptions of the model may serve as a guide to instructional leaders and curricula developers how to incorporate visual culture and its aspects in lesson's plan.
With Great Regards,
Dr. Jane Goretskaya, EDD
