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Do they put up walls? The ethical sensitivity of teachers of English learners in the mainstream classroom.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Do they put up walls? The ethical sensitivity of teachers of English learners in the mainstream classroom./
Author:	Yochai, Kim Glatt.
Description:	1 online resource (157 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	English as a second language. -
Online resource:	click for full text (PQDT)
ISBN:	9780355985450

Do they put up walls? The ethical sensitivity of teachers of English learners in the mainstream classroom.
Yochai, Kim Glatt.

Do they put up walls? The ethical sensitivity of teachers of English learners in the mainstream classroom. - 1 online resource (157 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2018.

Includes bibliographical references

English learners are a historically low-performing student population in the United States. Through various reforms over the years, the United States Department of Education has been making strides to expand educational opportunities and improve student outcomes for this burgeoning population. With passage of the Every Student Succeeds Act (2018; 2017), standards have been set for culturally-responsive reflection and teaching practices, in a concerted effort to close the achievement gap between English learners and their non-English learner peers. Doing so may require taking heed of the ethics in decisions educators make regarding English learners. Teaching at its core is considered a caring and moral practice (Campbell, 2008; Hansen, 1998; Higgins, 1995; Noddings, 2005), from which different morally-based dimensions of ethical sensitivity emanate. Ethical sensitivity, is the ability of a person to perceive and interpret events in a moral way that leads to ethical action (Bebeau, Rest, & Narvaez, 1999). Although there are similarities between elements of ethical sensitivity and effective methods of teaching English learners, ethical sensitivity has yet to be fully explored in the educational arena, particularly as it relates to teaching this unique population. The purpose of this study was to assess the degree of ethical sensitivity of teachers of the growing number of English learners in the mainstream classroom. Participants in this study were recruited from suburban New York public schools, with sizable populations of English learners. Participants (N= 370) completed a demographic survey and the Ethical Sensitivity Scale Questionnaire (Tirri & Nokelainen, 2011). The researcher used inferential statistics to examine how the criterion variables of ethical sensitivity and its seven dimensions might differ depending on teachers' certification, race/ethnicity, and linguistic status, and school characteristics. The findings indicate that the predictor variables of teacher certification, building level, school size, and percent of English learners within a school district resulted in significant mean differences in how teachers perceive their ethical sensitivity, particularly in the teachers' ability to identify the consequences of actions and options regarding ethical issues in the teachers might encounter. These findings have implications for future research, professional development, community guidance, and education policy and practice.

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

Mode of access: World Wide Web

ISBN: 9780355985450Subjects--Topical Terms:

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

554714
Electronic books.

Do they put up walls? The ethical sensitivity of teachers of English learners in the mainstream classroom.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
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504 $a Includes bibliographical references
520 $a English learners are a historically low-performing student population in the United States. Through various reforms over the years, the United States Department of Education has been making strides to expand educational opportunities and improve student outcomes for this burgeoning population. With passage of the Every Student Succeeds Act (2018; 2017), standards have been set for culturally-responsive reflection and teaching practices, in a concerted effort to close the achievement gap between English learners and their non-English learner peers. Doing so may require taking heed of the ethics in decisions educators make regarding English learners. Teaching at its core is considered a caring and moral practice (Campbell, 2008; Hansen, 1998; Higgins, 1995; Noddings, 2005), from which different morally-based dimensions of ethical sensitivity emanate. Ethical sensitivity, is the ability of a person to perceive and interpret events in a moral way that leads to ethical action (Bebeau, Rest, & Narvaez, 1999). Although there are similarities between elements of ethical sensitivity and effective methods of teaching English learners, ethical sensitivity has yet to be fully explored in the educational arena, particularly as it relates to teaching this unique population. The purpose of this study was to assess the degree of ethical sensitivity of teachers of the growing number of English learners in the mainstream classroom. Participants in this study were recruited from suburban New York public schools, with sizable populations of English learners. Participants (N= 370) completed a demographic survey and the Ethical Sensitivity Scale Questionnaire (Tirri & Nokelainen, 2011). The researcher used inferential statistics to examine how the criterion variables of ethical sensitivity and its seven dimensions might differ depending on teachers' certification, race/ethnicity, and linguistic status, and school characteristics. The findings indicate that the predictor variables of teacher certification, building level, school size, and percent of English learners within a school district resulted in significant mean differences in how teachers perceive their ethical sensitivity, particularly in the teachers' ability to identify the consequences of actions and options regarding ethical issues in the teachers might encounter. These findings have implications for future research, professional development, community guidance, and education policy and practice.
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