Pre-Service Administrators’ Experiences with Effective Research-Based Learning Strategies for English Language Learners

Oct 15, 2026

Study examines pre-service administrators’ knowledge of research-based learning strategies and educational approaches for English Language Learners (ELLs). Participants completed pre- and post-open-ended narrative response surveys within a Blackboard module lesson focused on research-based instruction. Textual analysis identified critical content knowledge items, labeled ELL content units (CUs), and totals were compared across survey timepoints. A parametric t-test showed significant CU growth with a large effect size, attributed to direct classroom instruction using ELL research-based best practices.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Research Foundation and Background

Educational System Challenges in Providing ELLs with the Required Knowledge of Achievement

Pre-Service Administrators’Experiences with Effective Research-Based Learning Strategies for English Language Learners Juanita Reyes Tarleton State University James Gentry Tarleton State University Due to the increase of English Language Learners (ELLs) in the State of Texas, it is essential that educators are equipped with research-based strategies to ensure students’academic and linguistic growth. The objective of the study was to evaluate pre-service administrators’knowledge of the latest research-based learning strategies and educational approaches to teaching ELLs. Preservice administrators were asked to complete a pre-and post-open-ended narrative response survey during a blackboard module lesson related to research-based learning strategies. Through textual analysis, researchers counted the number of items that were deemed critical content knowledge needed for quality ELL instruction. Identified ELL content were labeled ELL content units (CUs). CUs were then totaled per pre-service administrator for both pre-and post-survey narrative responses. A parametric t-test was utilized to compare pre-service administrators’ELL CUs between pre-and post-survey narrative responses. The researchers discovered significant growth of ELL CUs with a large effect size between the pre-service administrators’pre-and postsurvey narrative responses. The growth in ELL CUs occurred as a result of the direct class instruction using ELL research-based best practices. Keywords: accountability, English Language Learners (ELL), research based learning strategies, content knowledge, principal preparation, educational administration ICPEL Education Leadership Review, Vol. 20, No. 1– November, 2019 ISSN: 1532-0723 © 2019 International Council of Professors of Educational Leadership English Language Learners (ELLs) struggle in school if certain learning strategies and practices are not implemented in the classroom to help increase their English language development, as well as helping them acquire the content knowledge. In addition to the added pressure of acquiring a second language and learning the content material, these students are the most tested subpopulation group in the current public education system. In Texas schools, students are required to be tested as they enter school to determine the level of English proficiency in order to determine program placement. ELL students are also expected to be assessed in the Texas English Language Proficiency Assessment System (TELPAS) in the acquisition of the English language proficiency level in various stages beginning in kindergarten through 12th grade to meet the mandates of the federal government. At the same time, they are tested on the content objective standards in order to meet the state requirements of the State of Texas Assessments of Academic Readiness (STAAR) assessment. It is imperative that current educators are well-equipped with effective strategies so ELLs can be successful in their academic development with the major requirements they must attain. Research Foundation and Background In November 2012, the Texas Education Agency (TEA) reported that there were 838,494 ELL students enrolled in Texas Public Schools, which was an increase of about 570,000 in the year 2000. Galicia and Vasquez (TEA, 2012) reported that there were over 120 languages spoken in the State of Texas and 90% were Spanish speakers. Other languages spoken in Texas public schools included Vietnamese, Arabic, Urdu, Korean, and Burmese (TEA, 2012) . Since the ELL population is growing at a fast rate in Texas, it is important that educators are familiar with effective instructional approaches and strategies to help the students succeed academically. Educational System Challenges in Providing ELLs with the Required Knowledge of Achievement The United States Department of Education requires that states meet Adequate Yearly Progress (AYP) based upon increased percentages for all sub-population groups.

FAQs

What was the objective of the study described in the document?

To evaluate pre-service administrators’ knowledge of the latest research-based learning strategies and educational approaches for teaching ELLs.

How were participants’ responses analyzed?

Researchers used textual analysis of pre- and post-open-ended narrative surveys, counting critical content knowledge items labeled as ELL content units (CUs).

What were the study findings regarding pre- and post-survey responses?

Pre-service administrators showed significant growth in ELL CUs from pre to post responses, with a large effect size, linked to direct class instruction using ELL research-based best practices.

Oct 15, 2026

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