EdD Doctoral Committee Assignment Form (DCAF)
EdD Doctoral Committee Assignment Form (DCAF)
Directions: Please complete the information below to have faculty members assigned to your supervisory committee. The purpose of this form is to match your study topic and approach with EdD faculty members who have similar areas of knowledge and expertise. You may request a specific faculty member to be your committee chair and/or second committee member. Your request will be considered by your program director or designee on the basis of the faculty member’s availability.
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Please click in the gray boxes to add your information.
, please note my comments below and revise your DCAF making sure you include all the required information. Before you revise everything, please note, that in your problem statement you are to explain the issue (gap in practice), support it with factual statements (what is known) and based on that the statement of the gap in the knowledge (what is not known).
What is not known will then help you formulate your purpose statement clearly (you will state that this is what you will find out).
So far the issue is clear, however the gap in the knowledge is not stated, and your purpose statement is not aligned with your problem statement. Your RQs are not alighed either.
Please let me know if you have any questions.
As you can see, doctoral proposal writing is a time consuming job of writing and rewriting. Please do not get discouraged though, as it is our assignment to make sure the elements of your DCAF are logically connected and aligned.
Right now, you and me are working on improving your DCAF paper to be able to submit it to Walden and to find you a suitable chair.
Let us work on making sure your next revision is the last one!
| Name: | Date: | 9/17/2017 | |
| Walden e-mail address: | Walden ID no.: | A00617309 | |
| Personal e-mail address (backup): | Phone: | 770 380-2637 |
Committee Chair requested by applicant (optional): Click here
Second Committee Member requested by applicant (optional): Click here
Date of enrollment in EdD program: 8/15/2015
Please note the following capstone options based on your date of enrollment into the EdD program.
- August 31, 2015 (or later) enrollment – Choice of a doctoral project study or dissertation.
- January 1, 2009 through August 20, 2015 enrollment – Doctoral project study only.
- Enrollment from 2004 through December 2008 (except HEAL specialization) – Choice of doctoral project study or doctoral research study.
- Note: Early Childhood (ECE, ECLA, EDSE) and Special Education (SPED) students may conduct either a doctoral project study or dissertation regardless of enrollment year.
- The doctoral research study has been replaced by the dissertation option for students enrolling after August 31, 2015.
Please check the appropriate doctoral study option below (choose one):
| Will conduct EdD project study | X |
| Will conduct EdD dissertation |
Expected date of enrollment in EDUC 8081 or EDDD 8900 Click here to enter a date.
Specialization: Check ONE box below.
| Administrator Leadership (AL) | |
| Adult Education (AE) | |
| College Teaching and Learning (CTL) | |
| Community College Leadership (CCL) | |
| Curriculum, Instruction, and Assessment (CIA) | X |
| Curriculum, Instruction, Assessment & Evaluation (CIAE) | |
| Early Childhood Education (ECE) | |
| Early Childhood Special Education (ECSE) | |
| Education Technology (EDT) | |
| Educational Administration and Leadership (EAL) | |
| Higher Education Leadership (HEL) | |
| Higher Education Leadership, Management and Policy (HELM) | |
| Higher Education and Adult Learning (HEAL) | |
| Teacher Leadership (TL) | |
| Special Education (SPED) | |
| Reading Language Literacy (RLL) | |
| Reading, Literacy, and Assessment (RLA) |
Working Title: English Language Learners
Problem Statement
According to Moole (2014) the number of English Language Learner (ELL) students increased in the years that past in the United States of America. In a report submitted in 2016 by Koppelman and Goodhart, the number ELL students in the USA in the year 2014-15 was 9.4% an estimate of 4.6 million students as compared to 2004-05 which was 9.1% an approximate value of 4.3 million students while in 2013-14 the number was 4.5 million at 9.3%. Columbia had a bigger number of at 10.0% compared to other seven states which?. The ELL students in public school in the US rose between 2004-2005 and 2014-2015 in all states but 15 with the greatest being in Maryland at 4.4% while the least decrease was in Arizona at 13.8%. According to the data released by Department of Education the number of ELL students living on disability has also increased significantly with 665,00 students being identified in 2014-2015 as compared to 330,000 in 2004-2005.
Gunning (2013) said that the students face challenges that ought to get addressed to make their learning successful. He argued that it’s almost impossible to avoid the problems, but it’s easy preparing the students and creating an attractive environment that facilitates easy learning. According to research conducted by Cooper, Robinson, Slansky, and Kiger in 2014, most of the students, for instance, prefer speaking in their foreign languages thus making it difficult to improve their English learning process.
Also, most of the students control the entire lesson where they express their experiences and varied understanding of problems they face (Schnorr, Freeman-Green, & Test, n.d., 2015). Relatively, Hill and Miller, n.d.,(2013), argued that the students get too dependent to conduct any task by themselves. The ELL process gets difficult to accomplish for such issues that must get addresses. What is not known in relation to all this? This study aims at proposing the strategies that if well implemented by their teachers would make the ELL learning environment easy to adapt and make the process of learning the English language easy.
Purpose Statement
The goal of this study is to explore how ELL students deal with challenges of use dense unfamiliar vocabulary, how they use homonyms and synonyms, how they use grammar mainly “exceptions to the rules” and how they deal with word order, sentence structure and syntax in their classroom setting. Tomlinson (2014) argued that teachers have primary roles not only teaching but empowering and inspire the learners to remain focused on their area of study. In 2015, Cervetti, Kulikowich, and Bravo said that if teachers adapt to the needs of their students, then most of the problems would get resolved. This study, therefore, examines the effective ways in which ELL educators can use to teach the English Language effectively. Pinter (2017) asserts that Studying the English Language helps learners understand other subjects quickly because most of the subjects studied in the US are written in English. This paper, therefore, will look at the significance of studying the English Language to learners.
Possible Research Question(s)
- What are the challenges faced by ELL students in the process of learning the English Language?
- What effective strategies help English Language Learners achieve or do what?
- What are effective ways to prepare educators to work with ELL students?
- What is the significance of studying the English Language in schools?
Approach for the Study
Select a possible research approach that is appropriate for the draft research question, purpose, and
problem statement. Check ONE box in the second column and one under MM, if needed.
| Qualitative Methods | X |
| Quantitative Methods | |
| Mixed Methods
Primary method is Qualitative Quantitative |
References
Include APA-formatted references for key research reviewed for the problem statement.
Cervetti, G. N., Kulikowich, J. M., & Bravo, M. A. (2015). The effects of educative curriculum materials on teachers’ use of instructional strategies for English language learners in science and on student learning. Contemporary Educational Psychology, 40, 86-98.
Cooper, J. D., Robinson, M. D., Slansky, J. A., & Kiger, N. D. (2014). Literacy: Helping students construct meaning. Cengage Learning.
Gunning, T. G. (2013). Creating Literacy Instruction for All Students: Pearson New International Edition. Pearson Higher Ed.
Hill, J. D., & Miller, K. B. (2013).Classroom instruction that works with English language learners. ASCD. Retrieved from:http://www.tesl- j.org/wordpress/issues/volume18/ej72/ej72r4/
Moore, K. D. (2014). Effective instructional strategies: From theory to practice. Sage Publications.
Pinter, A. (2017). Teaching young language learners. Oxford University Press.
Schnorr, C. I., Freeman-Green, S., & Test, D. W. (2016). Response cards as a strategy for increasing opportunities to respond: An examination of the evidence.Remedial and Special
Education, 37(1),41-54. Retrieved from
http://journals.sagepub.com/doi/full/10.1177/0741932515575614
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Ascd
| Click here |
Directions
Save your completed form with the following title format: Lastname_Firstname_specialization.doc (Example: Jones_Marie_TL.doc)
If this form is part of a course requirement, please submit your completed form to the course Dropbox by the date indicated in the course. Failure to do so will result in your not receiving a committee chair assignment and not being enrolled in EDUC8081/EDDD 8900, which is critical to your progress in the program.
EdD Doctoral Committee Assignment Form (DCAF)