Date of Award

4-1-2014

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Dr. Jeanne L. Surface

Abstract

This study sought to examine the attitudes of elementary and secondary teachers towards the education of English Language Learners within the mainstream classroom. Attitudes towards the inclusion of ELL students, professional development concerning the education of ELL students, modification of class work for ELL students, all within the mainstream classroom, along with teachers understanding of language acquisition were the focuses of the study. These four focuses were examined in two rural school districts in the Midwest, through the use of the questionnaire, English-as-a-second-language (ESL) Students in Mainstream Classrooms: A Survey of Teachers (Reeves, 2006). This study examined and attempted to answer these specific questions which were based on a review of the relevant literature: 1. What were teacher’s beliefs for each of the domains: Inclusion; Coursework Modification; Professional Development; Language Acquisition? Did mainstream classroom teachers have consistent beliefs across the four domains of Inclusion, Coursework Modification, Professional Development, and Language Acquisition? 2. Were mainstream teacher’s beliefs concerning the inclusion of English Language Learners different depending on English Language Learner model of instruction, teacher level of instruction, teacher gender, teacher’s native language, and whether or not the teacher knew a second language? 3. Were mainstream teacher’s beliefs concerning the modification of coursework for English Language Learners different depending on English Language Learner model of instruction, teacher level of instruction, teacher gender, teacher’s native language, and whether or not the teacher knew a second language? 4. Were mainstream teacher’s beliefs concerning professional development for the education of English Language Learners different depending on English Language Learner model of instruction, teacher level of instruction, teacher gender, teacher’s native language, and whether or not the teacher knew a second language? 5. Were mainstream teacher’s beliefs concerning language acquisition different depending on English Language Learner model of instruction, teacher level of instruction, teacher gender, teacher’s native language, and whether or not the teacher knew a second language?

Comments

A Dissertation Presented to the Faculty of the Graduate College of the University of Nebraska in Partial Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2014 Adam N. Sempek.

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