The Efficacy of Sheltered Instruction Observation Protocol (SIOP) in Mathematics Instruction on English Language Learner Students

Studies by the National Association for Educational Progress found that English Language Learner (ELL) students perform poorly compared to other students on standardized mathematics exams. The research problem addressed how Sheltered Instruction Observation Protocol (SIOP) affected the instructional practices of high school mathematics teachers. The purpose of this evaluative case study approach was to explore the extent to which the implementation of SIOP influenced mathematics instruction in a mid-sized rural high school. The conceptual framework for this study was formed by combining Krashen‘s i+1 nativist theory for language acquisition through comprehensible input, Long‘s interactionist theory for acquisition of knowledge and Bandura‘s teacher efficacy theory. A concurrent mixed method design was selected to draw together inferences from both qualitative and quantitative data. NVivo software was used to combine a line by line analysis of interviews with an analysis of the components on the SIOP observation checklist. Interview findings suggest that teachers expressed a favorable response to SIOP since implementation. Classroom observations confirmed the efficacy of SIOP implementation. An analysis of covariance was used to evaluate mathematics achievement data from the Measurement of Academic Progress. Quantitative findings indicated no significant increase in mean scores after the first year of SIOP implementation. The results of this study could enhance the capacity of mathematics teachers to adjust instruction appropriate for their second-language development needs. Implications for positive social change include removing language barriers so that more ELL students may continue taking advanced mathematics courses and enter rewarding math-related careers. The Efficacy of Sheltered Instruction Observation Protocol (SIOP) in Mathematics Instruction on English Language Learner Students by Jose L. Vidot M. Ed., Heritage College, 1994 M.A., Columbia University Teachers College, 1989 B.S., State University of New York at Albany, 1984 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Administration Leadership for Teaching and Learning Walden University October 2011 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent on the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. All rights reserved. This edition of the work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, MI 48106 1346 UMI 3477806 Copyright 2011 by ProQuest LLC. UMI Number: 3477806 Acknowledgements This scholarly work is dedicated to my mother and father Jose and Nimia Vidot who worked hard all of their lives to encourage me to pursue education and to make a positive difference in this world. They had very little formal education but always stressed the importance of education. To my wife Judith and my children Maria, Joseph and Judith Elizabeth who encouraged me to persevere. I want my family to know that this is their achievement as much as it is mine. To Dr. Suzy Harney, Dr. Mary Howe, and Dr. Vincent Agboto whose support and expertise were much appreciated. Thank you to Dr. Thomas Granoff for his advice on statistical methods. Thank you to Toni Williams and Dr. Annie Pezalla who helped me through the trials and tribulations of APA writing. Thank you to Dr. Marilyn Simon who supported and encouraged me throughout the entire process from start to finish. Dr. Simon has been an inspiration not only through her work as my committee chair but also in her humanitarian efforts in helping those less fortunate in the poorest regions of the world. It is my goal to use my new credential to promote any research or project that improves educational opportunities for those less fortunate and help educators, students, and families follow their dreams for a successful