Document Type

Peer-Reviewed Article

Publication Date

2014

Journal Title or Book Title

NYS TESOL Journal

Volume

1

Issue

1

Version

Publisher's PDF

Abstract

Research on school improvement over the last decade has identified several efforts to implement program innovations to increase student achievement for English learners (ELs). Some schools have been found more successful than others in implementing exceptional models of instruction to meet or exceed student achievement expectations for linguistically diverse students. In order to investigate the factors that influence the establishment of a successful program for ELs, we examined the process of implementing an integrated, collaborative service delivery model of instruction for English learners in a New York suburban elementary school.

Related Pillar(s)

Study

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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