| The goal of this study was to examine the attitudes and experiences of teachers towards the practices of implementing the CSCOPE curriculum model to improve English language learners' (ELLs') performance on the Texas State Science Assessment. A basic qualitative study method was used to determine if these attitudes and experiences of teachers could be determined. The theoretical framework of this study was based on the foundation of the CSCOPE system, which is based on the constructivist learning theory. For this study, the research questions focused on how teachers' description of their understanding of CSCOPE; the extent of CSCOPE implementation, strengths, and weaknesses for targeting ELL academic needs; and the effectiveness of using CSCOPE for ELL students' performance on the state assessment. In order to answer these questions, a questionnaire and an interview were used on 15 ELL science teachers in 3 Region One Education Service Center area school districts through a purposeful sampling method. The criteria of (a) must work in a school district that uses CSCOPE, (b) use the CSCOPE curriculum model in their classes with English as a second language students, and (c) have taught science in grades that test in science was used to select participants. This study found that (a) teachers do have a basic understanding of CSCOPE; (b) the use of CSCOPE occurs with teachers adding supplements; (c) teachers named insufficient vocabulary, lack of language, time, lack of materials, and students not on grade level as barriers; and (d) CSCOPE does have some impact on ELL students' test scores. Therefore, the implications for practice gained from this study are that the use of the CSCOPE curriculum system should improve ELL student academic and assessment performance with the use of supplemental materials and ELL strategies. |
