ERIC Number: EJ1102683
Record Type: Journal
Publication Date: 2016-Mar-15
Abstractor: As Provided
Reference Count: 65
Educating Linguistically Diverse Students: A Mixed Methods Study of Elementary Teachers' Coursework, Attitudes, and Practice
Greenfield, Renée A.
Current Issues in Education, v19 n1 Mar 2016
This study followed a mixed-methods sequential explanatory design. Phase I involved the collection of quantitative data to examine inservice teachers' (N = 69) attitudes about language and linguistic diversity as well as their teacher education coursework. All participants were graduates from the same teacher education program. Phase II included interviews with a subsample (n = 9) of Phase I participants. The interviews were used to explain teachers' attitudes and practices with regard to linguistically diverse students and special education. Findings indicate that teachers' professional practice vary based on teachers' understanding of and attitudes about policy, assessment, and instructional practice. Findings suggest that teachers' actual professional practice is inextricably linked to and contextualized in classroom, school, and district structures. Implications for teacher education are discussed.
Descriptors: Elementary School Teachers, Mixed Methods Research, Teacher Attitudes, Teaching Methods, Teacher Education Programs, Statistical Analysis, English Language Learners, Cultural Differences, Educational Practices, Educational Policy, Sociocultural Patterns, Learning Theories, Regression (Statistics), Semi Structured Interviews, Social Justice, Language Attitudes, Taxonomy, Private Colleges
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: firstname.lastname@example.org; Web site: http://cie.asu.edu
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A