Abstract

This study explores the correlation between remote, blended, and in-person learning, as it pertains to language arts acquisition by English Language learners. The purpose of this paper is to determine the optimal method of instruction as determined by assessment scores. The research focussed on a rural school district in Minnesota. The research was conducted by quantitative analysis of WiDA ACCESS, Renaissance Star, and FastBridge data. WiDA ACCESS data was obtained toward the end of each school year. A year of blended learning modalities was compared to two prior years of in-person instruction. Renaissance Star assessments were administered after each leaning modality occurred in order to determine which resulted in higher language arts acquisition. FastBridge data was utilized for kindergarten and grade 1students. Like the Star test, FastBridge was administered after each leaning modality. The study analyzed the results in relation to the learning theories of Jean Piaget and Robert Gagne. The results showed in-person instruction was more effective for language arts acquisition among English Language Learners.

Date Capstone Completed

12-2021

Document Type

Capstone Paper

Degree Name

Masters of Science in Educational Leadership

Department

Educational Leadership

Advisor

Steve Baule

Location

Winona, Minnesota

Share

COinS
 
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.