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Evaluation of language development specialist training: A survey of teachers and administrators

Author

Denise Marie Smith, University of the Pacific

Date of Award

1995

Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)

Department

Educational Administration and Leadership

First Advisor

Dennis Brennan

First Committee Member

Estelle Lau

Second Committee Member

Robert Morrow

Third Committee Member

Elena Wong

Fourth Committee Member

Mari Irvin

Abstract

This study was completed following extensive Language Development Specialist (LDS) Training in Stockton Unified School District (SUSD) between 1992 and 1994. A post training survey designed by this researcher was mailed to all (303) teachers and administrators/elementary and secondary who participated in LDS training during this time. This survey asked participants to identify training information applicable to daily work tasks. One hundred seven teachers and twenty-four administrators completed this survey. The survey was divided into four sections. Sections I and II were based on the Nine LDS competencies. A 2 x 2 Chi Square Test of Association was completed for this data. Significant differences (p. $<$ 05) were obtained for teacher and administrator responses for changes made/observed in the classroom for planning lessons, teaching strategies, selecting materials, testing, and certifying limited/non-English (LEP/NEP) speaking students. Both groups noted some to significant understanding for background/culture/language of LEP/NEP students and differences between bilingual education and English as a second language. Section III was a sentence completion task. These items were: (a) most valuable information received from LDS training, (b) information of little or no value, (c) items to include/exclude in future LDS type training programs, and (d) additional comments. Improved understanding of second language acquisition was most valuable information, history and court cases was of little or/no value. Future LDS type training should include practical application to daily work tasks and exclude statistics and theory. Additional comments emphasized pressure from SUSD to complete LDS training and pass the state exam. Section IV asked participants to identify their grade level and date(s) of LDS training. Data beyond grade level was not tabulated since less than 2% identified date(s) of LDS training. Post-training feedback was the basis of this investigation. This promotes reflective thought and allows participants to more accurately identify information applicable to daily work tasks. Implications for future research include increased practical information and employee input in staff training design, content, and presentation.

Pages

85

Recommended Citation

Smith, Denise Marie. (1995). Evaluation of language development specialist training: A survey of teachers and administrators. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/2586