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Quantitative Survey of Teachers' Per...

Hacker, Chantal M.

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Quantitative Survey of Teachers' Perceptions of English Language Learners in an Urban School District.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Quantitative Survey of Teachers' Perceptions of English Language Learners in an Urban School District./
Author:	Hacker, Chantal M.
Description:	152 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Education, English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3616900
ISBN:	9781303839122

Quantitative Survey of Teachers' Perceptions of English Language Learners in an Urban School District.
Hacker, Chantal M.

Quantitative Survey of Teachers' Perceptions of English Language Learners in an Urban School District. - 152 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ed.D.)--Walden University, 2014.

Teachers must be prepared to decrease the achievement gap between English Language Learners (ELLs) and regular education students. The increase of ELLs in the target district motivated an investigation of teachers' perceptions of their preparedness to teach ELLs. Grounded in Krashen's philosophy of second language acquisition and Cummins' differences between social and academic language, this quantitative study examined the perceived needs and barriers that exist when instructing ELLs. The variables used were: the Indiana Statewide Testing for Educational Progress-Plus (ISTEP+) test scores and the Content Area Teacher Survey (CATS). An independent sample t test was used to explore differences in 40 teachers' perceptions of the needs and barriers that exist when instructing ELLs. There were no significant differences between the mean ISTEP of ELL students whose teachers had positive attitudes and the mean ISTEP of ELL students whose teachers had negative attitudes: t (12) = 0.99p = .342. According to both proxies of ELLs' overall level of achievement, the null hypothesis revealed that teachers' sense of efficacy was unrelated to the overall achievement of ELLs. Although differences were not observed in ISTEP scores between high and low attitude (efficacy) teachers, the data indicated that teachers could benefit from a professional learning opportunity suitable for ELLs. The implications of this study include supporting advocacy for ELLs and advancing the field of knowledge. Thus, this study creates social change by raising teachers' awareness and, in turn, their students' academic achievement.

ISBN: 9781303839122Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Quantitative Survey of Teachers' Perceptions of English Language Learners in an Urban School District.
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100 1 $a Hacker, Chantal M. $3 2100709
245 1 0 $a Quantitative Survey of Teachers' Perceptions of English Language Learners in an Urban School District.
300 $a 152 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Don Jones.
502 $a Thesis (Ed.D.)--Walden University, 2014.
520 $a Teachers must be prepared to decrease the achievement gap between English Language Learners (ELLs) and regular education students. The increase of ELLs in the target district motivated an investigation of teachers' perceptions of their preparedness to teach ELLs. Grounded in Krashen's philosophy of second language acquisition and Cummins' differences between social and academic language, this quantitative study examined the perceived needs and barriers that exist when instructing ELLs. The variables used were: the Indiana Statewide Testing for Educational Progress-Plus (ISTEP+) test scores and the Content Area Teacher Survey (CATS). An independent sample t test was used to explore differences in 40 teachers' perceptions of the needs and barriers that exist when instructing ELLs. There were no significant differences between the mean ISTEP of ELL students whose teachers had positive attitudes and the mean ISTEP of ELL students whose teachers had negative attitudes: t (12) = 0.99p = .342. According to both proxies of ELLs' overall level of achievement, the null hypothesis revealed that teachers' sense of efficacy was unrelated to the overall achievement of ELLs. Although differences were not observed in ISTEP scores between high and low attitude (efficacy) teachers, the data indicated that teachers could benefit from a professional learning opportunity suitable for ELLs. The implications of this study include supporting advocacy for ELLs and advancing the field of knowledge. Thus, this study creates social change by raising teachers' awareness and, in turn, their students' academic achievement.
590 $a School code: 0543.
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791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3616900