Date of Award

3-28-2017

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Dr. Kay A. Keiser

Abstract

The purpose of this study was to evaluate Elementary and Secondary teachers’ attitudes, efficacy, and cultural proficiency with mainstream ELL students. This study further explored teachers’ beliefs toward professional development, differentiating curriculum and instruction, and understanding language acquisition with mainstream ELL students. The resulting data will be utilized to provide comprehensive feedback to the school district and surrounding school districts in Midwestern urban areas with similar ELL student populations. Using a quantitative, Likert scale evaluation re-designed using, English-as-a-second-language (ESL) Students in Mainstream Classroom: A Survey of Teachers (Reeves, 2006), will provide feedback for future professional development, curriculum and instruction development, and assist with strengthening teacher efficacy toward mainstream ELL students in an urban Midwestern school district with a 2% ELL population. Surveys were answered by Kindergarten through Twelfth grade teachers and administrators. The data results were interpreted to analyze research and establish conclusions of the study. The quantitative data collected demonstrated the need for additional professional development for teachers and administrators in the areas of iii cultural proficiency, properly differentiating curriculum and instruction, accurately understanding the levels of language acquisition, and the need to build stronger teacher efficacy.

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 2017 Dawn L. Mathis.

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