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ERIC Number: EJ930120
Record Type: Journal
Publication Date: 2009
Pages: 15
Abstractor: As Provided
Reference Count: 29
ISSN: ISSN-1942-3497
The Efficacy of Florida's Approach to In-Service English Speakers of Other Languages (ESOL) Teacher Training Programs
Simmons, Ronald D., Jr.
Florida Journal of Educational Administration & Policy, v2 n2 p112-126 Sum 2009
The issue of school achievement among k-12 English language learners (ELLs) has grown in recent years to become one that policy makers and school officials can hardly afford to ignore. A range of indicators including graduation rates, and Florida's High stakes test the FCAT, attests to this general trend. English language learners in Florida are overwhelmingly mainstreamed in content classes and it has become the responsibility of teachers to provide a comprehensible and meaningful education to those not proficient in English. This study attempts to determine whether district training sessions in Florida are adequately covering state-mandated content areas for the ESOL endorsement; it asks to what extent secondary school in-service teachers agree or disagree that they received the appropriate amount of instruction; and seeks to ascertain whether the trainings being studied will prepare them to educate the myriad of English language learners who are mainstreamed into their classrooms each year. (Contains 3 tables.)
University of Florida, Department of Educational Administration and Policy. P.O. Box 117049, Gainesville, FL 32611. Tel: 352-273-4332; Fax: 352-846-2697; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida