Teacher Candidates Using Action Research to Show Impact on Secondary English Learner Student Learning

• In Event: 58.045 - Fostering Critical Attitudes and Beliefs of Preservice Teachers Toward English Language Learners

Abstract

This inquiry shares results from a teacher candidate action research study focused on secondary (6th-12th grades) student learning where they engaged in pre- and post-test action research where their students completed a writing assignment without effective strategies for English learners (pre-test), and then completed a second writing assignment (post-test) with multiple effective strategies. Data collected in this inquiry show that using specific effective strategies for English learners supported them in meeting content and language objectives for the lesson. The action research cycle--plan, teach, assess (data collection and analysis), reflect—is a process that is integral to the preparation of teacher candidates as they develop thoughtful habits of mind and practice.

Authors

• Annette M. Daoud, California State University - San Marcos

• Patricia H. Stall, California State University - San Marcos

• Anne Rene Elsbree, California State University - San Marcos