NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED568579
Record Type: Non-Journal
Publication Date: 2014
Pages: 155
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-6951-8
ISSN: N/A
Teacher Self-Efficacy and Cultural Proficiency: Program Evaluation for EL MAR Professional Development
Davis, Catherine Hofius
ProQuest LLC, Ed.D. Dissertation, Walden University
Many classroom teachers across the United States struggle to teach English language learners (ELLs) effectively, despite professional development in ELL strategies. This national problem is reflected in a rural middle school, the focus of this study. To address the academic needs of low-performing ELLs, the professional development model, Educators Learn by Modeling, Applying, Reflecting (EL MAR), was implemented. The purpose of this goals-based, summative program evaluation was to investigate the impact of EL MAR on the district's goals. Guided by Bandura's research on teacher self-efficacy to guide the research questions, this study focused on the teachers' self-efficacy to implement ELL strategies in the classroom and to develop their own cultural proficiency. The 13 participants provided survey responses, focus group discussions, and interview insights. All data were transcribed and analyzed with field notes, using a color-coding matrix, and then categorized into themes and patterns. Member checking and an external auditor ensured the trustworthiness of interpretations. Findings indicated that the EL MAR model included a cultural component. Recommendations are that teachers attend an effective professional development, such as EL MAR, to acquire cultural awareness and learn effective strategies to meet the needs of ELLs for academic progress in the classroom. Implications for positive social change include providing teachers with opportunities for cultural development and equipping teachers with effective ELL strategies in order to meet the linguistic, cultural, and academic needs of the increasing number of students who struggle to learn English and often remain marginalized in the English-speaking classroom. [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: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A