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Educators’ Perceptions of the Effects of the Blended Learning Program on the Language Acquisition, Academics, and Social Emotional Learning and Development of English Language Learners
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Educators’ Perceptions of the Effects of the Blended Learning Program on the Language Acquisition, Academics, and Social Emotional Learning and Development of English Language Learners
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Dissertation
Educators’ Perceptions of the Effects of the Blended Learning Program on the Language Acquisition, Academics, and Social Emotional Learning and Development of English Language Learners
2023
Overview
The purpose of this case study was to examine the efficacy of blended learning and educators’ perceptions of the blended learning program on addressing the overarching components of every student having equitable access, being globally competitive, ensuring effective digital learning, and developing proficiency among the English language learner (ELL) population. When one school district in Maryland made a seismic shift toward the blended learning program and Schoology, a learning management system, its influences were greater than traditional instructional practices alone, especially among ELLs. Using purposefully select sampling of secondary schools within a site district, 11 participants consisting of teachers, school-based administrators, and central office staff were interviewed and submitted supporting documents sharing their instructional practices in how they perceived the effectiveness of the blended learning program and Schoology in providing inclusive education, equitable access to close the gap, disrupt the inequities, decrease dropout rates, and increase graduation rates among ELLs. The district saw a decrease within its dropout rates, an increase in its graduation rates, and an upsurge of ELLs reaching proficiency levels in language acquisition, academics, and social emotional learning and development when implementing the blended learning program and Schoology. This research will discuss implications of these findings for interpretations in identifying innovative instructional strategies for personalized learning to help ELLs meet success and make curriculum decisions and education reform for sustainable change.
Publisher
ProQuest Dissertations & Theses
Subject
ISBN
9798379731953
