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Sheltered Instruction Observational Protocol (SIOP) implementation by K-12 mainstream teachers.

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dc.contributor.author Mundo, Korrin E.
dc.date.accessioned 2012-08-29T17:22:06Z
dc.date.available 2012-08-29T17:22:06Z
dc.date.issued 2012-08-29
dc.identifier.uri http://hdl.handle.net/1951/57439
dc.description.abstract This paper discusses a study that solicited data from teachers within two small city school districts. The study resulted from a five year federal education grant whose main objective was to provide intensive training and follow-up training to teachers in these two school districts on the Sheltered Instruction Observation Protocol (SIOP) Model. The SIOP Model is research-based and designed to help address the struggles that English Language Learners (ELLs) have when learning English, especially in the content areas. While many school districts across the United States have begun to utilize SIOP, there exists a lack of research on teacher implementation post-training. The purpose of the study was to survey K-12 teachers in two school districts on the level of implementation of the SIOP Model‟s components and features after receiving intensive training in the model one to four years prior. Additionally, for any features the teachers identified as not implemented, they were asked what types of supports, if any, would facilitate implementation. The data derived from this study extends the current knowledge base on SIOP implementation and the specific components and features used regularly. en_US
dc.language.iso en_US en_US
dc.subject Observation (Educational method) en_US
dc.subject SIOP model en_US
dc.subject Lesson planning en_US
dc.subject English language -- Study and teaching en_US
dc.title Sheltered Instruction Observational Protocol (SIOP) implementation by K-12 mainstream teachers. en_US
dc.type Thesis en_US

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