A Qualitative Study of Instructional Practices for English Learners in Elementary Mathematics
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Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2019 A Qualitative Study of Instructional Practices for English Learners in Elementary Mathematics Katie Corinne Baum Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Bilingual, Multilingual, and Multicultural Education Commons, and the Science and Mathematics Education Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Education This is to certify that the doctoral study by Katie Baum has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Samson Lyman, Committee Chairperson, Education Faculty Dr. Crissie Jameson, Committee Member, Education Faculty Dr. Salina Shrofel, University Reviewer, Education Faculty The Office of the Provost Walden University 2019 Abstract A Qualitative Study of Instructional Practices for English Learners in Elementary Mathematics by Katie Baum MA, Walden University, 2010 BS, University of North Carolina Wilmington, 2007 Proposal Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University October 2019 Abstract It is important for elementary teachers to provide quality mathematics instruction for English Learner (EL) students to close achievement gaps. Elementary mathematics teachers in the Keystone School District were struggling to implement instructional practices for EL students in mathematics as evidenced by communications with teachers, administrators, and documents from the state-required action plan. The purpose of this study was to explore the instructional practices and the challenges encountered by teachers related to providing mathematics instruction for ELs. The Sheltered Instruction Observation Protocol Model served as the conceptual framework. The research questions focused on the instructional practices that teachers were implementing related to building background knowledge, student interactions, application, and teacher challenges. This study used a qualitative case study design with data being collected through interviews and observations of 8 teachers in 1st through 5th grades. Data analysis was conducted by coding and thematic analysis. The results showed a gap in practice related to supporting ELs during mathematics interactions and measures of accountability. Teachers reported challenges related to the lack of accurate assessments and appropriate instructional resources for ELs in mathematics. Based on the findings of this project study, a professional development program was developed to provide teachers with the knowledge, skills, and resources to support EL students in mathematics. This study has implications for positive social change by preparing teachers to provide effective mathematics instruction for EL students through the professional development program as well as informing future district decisions related to EL students in mathematics. A Qualitative Case Study of the Instructional Practices for Elementary English Learner Students in Mathematics by Katie Baum MA, Walden University, 2010 BS, University of North Carolina Wilmington, 2007 Proposal Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University September 2019 Dedication In loving memory of my grandmother, Elsie Finkey. Acknowledgments I would first like to thank my amazing husband, Mike. Thank you for being my rock and pushing me to the finish line. I am so very blessed to have an exceptional support system of family and friends. There is no way I could have completed this journey without all of the love and support I have received. To my friend and mentor, Megan. Thank you for all of your encouragement, constructive feedback, and help along the way. You have always said I could do this, even when I did not believe you. Thank you, Dr. Wendy Kubasko, for your help with the coding process. I am also grateful to the participants of the study who welcomed me into their classrooms and took time to engage in this study. Dr. Sam Lyman and Dr. Crissie Jameson were an outstanding committee! Thank you so much for all of the guidance, feedback, and encouragement. It has been a privilege to work with you both. Table of Contents List of Tables .......................................................................................................................v List of Figures .................................................................................................................... vi Section 1: The Problem ........................................................................................................1 The Local Problem .........................................................................................................3 Rationale ........................................................................................................................6 Evidence at the Local Level .................................................................................... 6 Evidence in the Literature ..................................................................................... 16 Definition of Terms......................................................................................................19 Significance of the Study .............................................................................................21 Research Questions ......................................................................................................23 Review of the Literature ..............................................................................................24 Conceptual Framework ......................................................................................... 24 Search Strategy ..................................................................................................... 30 Review of the Broader Problem ............................................................................ 31 Research About Effective Instruction for English Learners ................................. 33 Academic Literacy in Mathematics ...................................................................... 41 Challenges ELs Face When Learning Mathematics ............................................. 43 Preparing Teachers for Effective Instruction of ELs ............................................ 47 Limitations and Critical Analysis of the Literature .............................................. 50 Implications..................................................................................................................53 Summary ......................................................................................................................54 i Section 2: The Methodology ..............................................................................................56 Research Design and Approach ...................................................................................56 Description of the Qualitative Design................................................................... 56 Justification for Choosing the Qualitative Case Study Design ............................. 58 Participants ...................................................................................................................60 Criteria for Selecting Participants ......................................................................... 60 Justification for the Number of Participants ......................................................... 61 Gaining Access to Participants ............................................................................. 61 Establishing a Researcher-Participant Working Relationship .............................. 62 Methods for Ethical Protection of Participants ..................................................... 63 Data Collection ............................................................................................................65 Interviews .............................................................................................................. 68 Classroom Observations ....................................................................................... 71 Classroom Artifacts .............................................................................................. 73 Data Organization and Management .................................................................... 74 Role of the Researcher .......................................................................................... 74 Data Analysis ...............................................................................................................75 Analysis of Interviews, Observations, and Classroom Artifacts .......................... 76 Results… ......................................................................................................................81 Research Question 1 ............................................................................................. 82 Research Question 2 ............................................................................................. 94 Research