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dc.contributor.authorHiatt, Janet E.
dc.date.accessioned2019-08-08T20:52:08Z
dc.date.available2019-08-08T20:52:08Z
dc.date.issued2016
dc.identifier.urihttps://escholarshare.drake.edu/handle/2092/2163
dc.description297 leavesen_US
dc.description.abstractOn a national level, English Language Learners (ELLs) are growing at a faster rate than their non-ELL public school peers. To be prepared for this rapidly changing demographic, will require all educators who work with ELLs to have adequate knowledge and skills to meet the needs of ELLs. This study aimed to identify the perceived levels of preparedness of practicing classroom and content teachers in serving ELLs, with the purpose of making recommendations for improving the focus of ELL professional development for practicing teachers based on reported needs and data analyses. Using the Teaching English to Speakers of Other Languages (TESOL) P-12 Professional Teaching Standards conceptual framework, practicing teachers’ perceived levels of preparedness for serving ELLs were determined based on five domains and 11 corresponding standards. The study was primarily grounded in a pragmatic philosophical worldview, or one that focused on finding solutions to the research problem related to classroom and content teachers feeling underprepared to serve ELLs while serving increasing numbers in their classrooms. Furthermore, the study employed a mixed methods approach with survey research methodology. Participants were approximately 126 practicing kindergarten-twelfth (K 12) teachers from 12 rural/town, suburban, and urban districts. Quantitative findings revealed (a) survey respondents, on average, felt underprepared to serve ELLs; (b) there was a significant difference between participants with prior ELL training and perceived preparedness; (c) perceived preparedness was not significantly different based on district locale; and (d) a combination of domains could be predictive of perceived preparedness in the area of instruction. In addition, qualitative findings further conveyed practicing teachers’ perceived preparedness to serve ELLs. Pragmatic implications of the findings were also discussed for a more focused approach to ELL professional development for practicing classroom and content teachers.en_US
dc.language.isoen_USen_US
dc.publisherDrake Universityen_US
dc.relation.ispartofseriesDrake University, School of Education;2016
dc.titleQuality Teachers of English Language Learners: Exploring the Use of a Standards Framework to Improve the Focus of Professional Development for Practicing Classroom and Content Teachersen_US
dc.typeThesisen_US


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