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ERIC Number: EJ793825
Record Type: Journal
Publication Date: 2008
Pages: 15
Abstractor: Author
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0256-8543
The Campfire Effect: A Preliminary Analysis of Preservice Teachers' Beliefs about Teaching English Language Learners after State-Mandated Endorsement Courses
Olson, Kate; Jimenez-Silva, Margarita
Journal of Research in Childhood Education, v22 n3 p246 Spr 2008
This article focuses on the influence that Arizona's mandated Structured English Immersion endorsement policy has on preservice teachers' beliefs and attitudes toward English language learners. By utilizing both quantitative and qualitative methods of inquiry, our preliminary analysis showed "the campfire effect," which is to say that our undergraduate students overwhelmingly reported that the endorsement courses had a positive result on both their confidence and underlying ideological beliefs about teaching English language learners. The campfire effect, therefore, is an important step in the teacher learning process, particularly with such controversial topics as the education of culturally and linguistically diverse students. (Contains 5 tables.)
Association for Childhood Education International. 17904 Georgia Avenue Suite 215, Olney, MD 20832. Tel: 800-423-3563; Tel: 301-570-2111; Fax: 301-570-2212; e-mail: headquarters@acei.org; Web site: http://www.acei.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona
Identifiers - Assessments and Surveys: Sequential Tests of Educational Progress