The History of Teaching English Learners: Reforms, Landmark Cases, Movements, School Curricula, and Teaching Methods

Book 2. The History of Teaching English Learners: Reforms, Landmark Cases, Movements, School Curricula, and Teaching Methods Chapter 1 of book 2 introduces the scope of the literature concerning the influence of both traditional and alternative methods of instruction on English Learners' academic and communication achievements. The literature review includes two subtopics: (a) historical overview and (b) contemporary findings. The historical overview section includes a comprehensive discussion of findings regarding the problem of equity and adequacy of education for all students, especially Limited English Proficiency students, the background of the problem, and what has been done to resolve the dilemma in term of finding solutions that include alternative delivery methods, used for teaching disadvantaged and LEP students. The literature review includes extended information, taken from more recent publications, in comparison with information given in all-in-one book (1st edition). The contemporary findings section provides a framework for collecting and analyzing the literature on alternative methods of instruction on LEP students' academic and communication achievements. Chapter 2 of book 2 elaborates on the information given in Chapter 2 of the Book 1 regarding population, sampling, data collection procedures, and the rationale for the study. The chapter includes a discussion on the reliability and validity of the survey instrument and the appropriateness of the research design and methods to the goals of the study. The data collection techniques and the methods of data analysis are described. The purpose of the study was to investigate the influence of art education and distance learning on LEP students' academic achievement in regular K-12 public schools. The goal was to develop a broader understanding of the role of art education and distance learning in the development of English learners' ability to master communication skills and to learn English, language arts, mathematics, and science. The most effective methods and programs for teaching LEP students could be identified and implemented as a result of such understanding.

Dr. Jane Goretskaya is President of Lifelong Approaches Consulting firm, Organizational and Educational Consultant, and Certified Advanced Faculty/Facilitator in University of Phoenix. She is the author of many articles and several books, including the Anatomy of Teaching English Learners and Anatomy of the World of Education and 6 books of the education series (2012), and co-author of Anatomy of the World of Business and 7 books of business series (2012-2013). She also wrote and published 3 fictional novels (trilogy) Dance me When the Witnesses are Gone (2013), Dance Me & Lend Me Your Ear (2014), and Dance Me & Edit My Life (20150. Dr. Jane Goretskaya is honored member of Cambridge Who is Who Association and many other associations. Dr. Goretskaya holds two Master Degrees in Mechanical Engineering and Arts from the National University of Construction and Architecture and from Syracuse University, Syracuse NY and Doctoral Degree in Educational Leadership from Phoenix University, Phoenix, AZ. As a doctoral student, she founded consulting firm Lifelong Approaches in California and after graduation, in 2007, was invited to work as a faculty in the College of Humanity of University of Phoenix and soon became a Certified Advanced Facilitator. Developing her skills and knowledge through both education and experience, Dr. Goretskaya obtained ability to create business, teach, and provide quality consultations to management and administrative staff of both business organizations and educational institu-tions. Since opening, the consulting firm has earned recognition for the quality assessments of a variety situations and cases in business and educational institutions across the United States and providing leaders with solutions and recommendations for improvement. Dr. Goretskaya provides professional development workshops and seminars for both organizational and educational leaders on a variety of leadership and educational issues. Being a member of the American Psychological Association and CATESOL, she participates in conferences as a presenter of the results of her dissertation and post-doctoral research to improve education for disadvantaged and English Learners.