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ERIC Number: ED550247
Record Type: Non-Journal
Publication Date: 2012
Pages: 170
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-8178-9
ISSN: N/A
Elementary Teachers' Perceptions of Preparedness in Meeting the Needs of English Language Learners
Simmons-Deveaux, Hermia C.
ProQuest LLC, Ed.D. Dissertation, Northcentral University
With an increase in the number of ELLs entering public schools across the nation, and the lack of knowledge and skill of classroom teachers to address challenges associated with ELLs, identifying effective educational resources for teachers is critical. The focus of this qualitative descriptive case study was to provide insight into the perceptions of elementary teachers on their preparedness in meeting the academic and linguistic needs of ELLs after being trained in and implementing sheltered instruction. Qualitative data were obtained from six key informant interviews and classroom observations. Survey data ascertained 32 teachers' perceptions of preparedness and revealed teachers were confident in their ability to meet the academic and language needs of ELLs. Teacher reports of consistency of implementation of sheltered instruction strategies were high and classroom observations supported the survey responses. Although students succeed when parents and teachers collaborate, the study revealed that teachers struggled to engage parents of ELLs because of the language barrier. Schools need to identify ways in which they can provide language development support for parents so they can support their children in the home environment. The current findings suggested that sheltered instruction strategies should be considered as a viable research-based methodology to be used with elementary ELLs. As schools provide professional learning opportunities to support elementary teachers in meeting the needs of ELLs, it is important to consider a collaborative model for effective implementation. Implementation of sheltered instruction strategies should be a schoolwide initiative so teachers can share thoughts and ideas and strategize with each other. Professional development should include confident and knowledgeable sheltered instruction coaches to support teachers. [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: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A