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ERIC Number: ED528133
Record Type: Non-Journal
Publication Date: 2011
Pages: 193
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1245-8171-2
ISSN: N/A
The Relationship between Teachers' Multicultural Attitudes and Their Instructional Practice with English Language Learners: A Mixed Method Study
Dodici, Adria Danielle
ProQuest LLC, Ed.D. Dissertation, Portland State University
Teachers of English language learners (ELLs) are often ill prepared to provide content area instruction tailored to their students' needs. This explanatory mixed method study examined the relationship between 15 ELL teachers' multicultural attitudes and use of sheltered instruction (SI). The purpose of the study was to ascertain whether teachers' multicultural attitudes influenced their use of SI. Data were gathered using a Demographic Questionnaire, Multicultural Efficacy Scale (MES), Classroom Instruction Questionnaire, and semi-structured interviews. A correlational analysis found no statistically significant relationship (i.e., r = -0.34; p = 0.22) between participants' scores on SI observations and the MES. A correlational estimate for the four highest SI scorers indicated a relationship between the two sets of scores (i.e., r = 0.75; p = 0.25). Qualitative data did not indicate any patterns that might distinguish the high and low SIOP scorers; however, Aptitude Measurement Interaction may explain the different correlational results. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A