Alternative English Language Development Scheduling in High School: Long-Term English Learners’ Attitudes and Perceived Control

Author

• Kira RashadaFollow

Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Transformative Action in Education

First Advisor

Rachelle Kisst Hackett, Ph.D.

First Committee Member

Sergio L. Sanchez, Ph.D.

Second Committee Member

Debbie Azevedo, Ed.D.

Abstract

This explanatory sequential mixed-methods study examined whether an alternative English Language Development (ELD) scheduling model influenced ninth-grade Long-Term English Learners’ (LTELs) attitudes toward school and perceived control at a California high school operating on a block schedule. Guided by Self-Determination Theory (Ryan & Deci, 2000), the study explored how differing ELD scheduling models may shape students’ experiences related to autonomy, competence, and relatedness. Specifically, the study compared ninth-grade LTEL students who participated in a traditional 90-minute ELD course during the 2023-24 school year with students who participated in an alternative scheduling model during the 2024-25 school year in which designated ELD instruction was embedded within a required course.

Quantitative data were collected using the School Attitude Assessment Survey-Revised (SAAS-R) and the Perceived Control at School Scale (PCSS). Descriptive statistics were used to compare overall scores and subscale scores between cohorts. Qualitative data were collected through virtual focus groups conducted using Microsoft Teams and analyzed using thematic analysis (Braun & Clarke, 2006).

Results indicated that students in the traditional ELD scheduling model reported slightly higher attitudes toward school and perceived control scores than students in the alternative scheduling model. Qualitative findings revealed three major themes: Belonging and Recognition, Control and Choice in Learning, and Relationships and Support. Students across both cohorts emphasized the importance of teacher relationships, encouragement, and classroom belonging in shaping their school experience. Students in the alternative scheduling model described appreciating the increased scheduling flexibility and access to electives, while also expressing limited opportunities for voice in decision-making in learning.

Although the findings do not suggest that the alternative scheduling model improved student attitudes or perceived control, the results highlight the importance of relational and instructional conditions in shaping LTEL student experiences. The study suggests that structural scheduling changes alone may not be sufficient to improve student motivation, engagement, or sense of agency without intentional attention to relationships, support, and student voice.

Pages

112

Recommended Citation

Rashada, Kira (2026). Alternative English Language Development Scheduling in High School: Long-Term English Learners’ Attitudes and Perceived Control. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/4340