Date of Conferral

11-17-2025

Date of Award

November 2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Amy White

Abstract

Mainstream high school teachers in a district in the state of Mississippi have struggled to consistently implement research-based strategies that address the needs of English Language Learners (ELLs). Guided by Echevarría et al.’s sheltered instruction observation protocol (SIOP), the purpose of this basic qualitative study was to explore the instructional practices implemented by mainstream high school teachers at a Title I high school in a Mississippi district that are aligned with research-based practices and the challenges they reported in improving ELL student achievement in mainstream classrooms. Data were collected from semistructured interviews with nine teachers from a Title I high school in the district who taught state tested classes which represented data saturation. Data were analyzed using Hatch’s typological coding aligned to eight SIOP components and then open coding to identify additional themes. Findings revealed that although participants reported incorporating some SIOP-consistent practices, like vocabulary instruction, visual supports, and rapport building, they applied the practices inconsistently and seldom tailored them specifically for ELLs. Participants described challenges including testing pressures, limited preparation, and a lack of ELL-focused resources. A white paper was developed to provide research-based recommendations to meet the identified needs of mainstream teachers to better address ELL learning needs. The project study may promote positive social change by informing administrators of the need for ongoing professional development, integration of ELL scaffolds into curriculum, and access to instructional coaching. By acting in these areas, administrators may be able to strengthen instructional consistency and promote better academic outcomes for ELLs.

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