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The Difference Between English and Math High School Teachers' Attitudes and Perceptions Toward the Inclusion of English Language Learner Students.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Difference Between English and Math High School Teachers' Attitudes and Perceptions Toward the Inclusion of English Language Learner Students./
Author:	Williamson, Ashley Sibert.
Description:	1 online resource (119 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
Contained By:	Dissertation Abstracts International79-05A(E).
Subject:	English as a second language. -
Online resource:	click for full text (PQDT)
ISBN:	9780355472837

The Difference Between English and Math High School Teachers' Attitudes and Perceptions Toward the Inclusion of English Language Learner Students.
Williamson, Ashley Sibert.

The Difference Between English and Math High School Teachers' Attitudes and Perceptions Toward the Inclusion of English Language Learner Students. - 1 online resource (119 pages)

Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.

Thesis (Ed.D.)--Liberty University, 2017.

Includes bibliographical references

Within the last 10 years, the United States experienced an influx of non-English speaking students, which challenged teachers, administrators, and other educational stakeholders on how to successfully accommodate these English Language Learners (ELL). This causal-comparative study examined the attitudes and perceptions of secondary English and math teachers in relation to ELL inclusion. Specifically, the study presented the main question of whether there is a difference between English and math teachers' attitudes and perceptions toward the inclusion of ELLs. Teacher attitudes have been found to play a role in determining student academic achievement; therefore, assessing teacher attitudes toward ELLs could be a factor in determining how best to educate ELLs. The convenience sample of 122 teachers was comprised of secondary English and math teachers in a northeast Alabama school district. A 40-question survey determined teacher attitudes toward ELL inclusion and was adapted from a previous study that focused on mainstream teacher attitudes. The survey was administered to and collected from participants electronically. The survey was scored utilizing a four-point Likert scale collecting an average score for each item. Data analysis was conducted using SPSSRTM software, in which a t-test analyzed and determined the difference of means between teacher attitudes. The research concluded that the vast majority of English and math teachers had positive attitudes regarding ELL inclusion; however, English teachers were found to have slightly negative attitudes regarding inclusion and perceptions of language and language learning. Recommendations for future research include implementation of teacher education programs to focus coursework on ELL students and ELL inclusion, as well as more professional development opportunities regarding ELL students.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355472837Subjects--Topical Terms:

1148422
English as a second language.
Index Terms--Genre/Form:

554714
Electronic books.

The Difference Between English and Math High School Teachers' Attitudes and Perceptions Toward the Inclusion of English Language Learner Students.
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520 $a Within the last 10 years, the United States experienced an influx of non-English speaking students, which challenged teachers, administrators, and other educational stakeholders on how to successfully accommodate these English Language Learners (ELL). This causal-comparative study examined the attitudes and perceptions of secondary English and math teachers in relation to ELL inclusion. Specifically, the study presented the main question of whether there is a difference between English and math teachers' attitudes and perceptions toward the inclusion of ELLs. Teacher attitudes have been found to play a role in determining student academic achievement; therefore, assessing teacher attitudes toward ELLs could be a factor in determining how best to educate ELLs. The convenience sample of 122 teachers was comprised of secondary English and math teachers in a northeast Alabama school district. A 40-question survey determined teacher attitudes toward ELL inclusion and was adapted from a previous study that focused on mainstream teacher attitudes. The survey was administered to and collected from participants electronically. The survey was scored utilizing a four-point Likert scale collecting an average score for each item. Data analysis was conducted using SPSSRTM software, in which a t-test analyzed and determined the difference of means between teacher attitudes. The research concluded that the vast majority of English and math teachers had positive attitudes regarding ELL inclusion; however, English teachers were found to have slightly negative attitudes regarding inclusion and perceptions of language and language learning. Recommendations for future research include implementation of teacher education programs to focus coursework on ELL students and ELL inclusion, as well as more professional development opportunities regarding ELL students.
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