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ERIC Number: EJ1089477
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1941-5257
I Do Not Feel I Am Properly Trained to Help Them! Rural Teachers' Perceptions of Challenges and Needs with English-Language Learners
Hansen-Thomas, Holly; Grosso Richins, Liliana; Kakkar, Kanika; Okeyo, Christine
Professional Development in Education, v42 n2 p308-324 2016
This paper explores the perceived professional development needs of inservice teachers of English-language learners (ELLs) from 10 rural and small districts in the USA. The survey instrument that captured responses from 159 elementary and secondary teachers in Texas was primarily quantitative and was based on the state English as a second language (ESL) certification examination. It also included open-ended demographic information on teachers' backgrounds, and elicited information on challenges in working with ELLs. Demographics of the respondents reflect a typical teaching force in the rural USA: primarily white, English-speaking females with a bachelor's degree. For many of the teachers, communication with students and their parents was cited as a major challenge. One of the most salient findings occurred in correlations between teachers having taken one or more college courses in ESL and their perceived knowledge of the competencies involved in the ESL examination. This important insight suggests that professional development, in the form of college-level (graduate) courses in ESL, is highly beneficial for mainstream, rural teachers.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas