ERIC Number: EJ1038112
Record Type: Journal
Publication Date: 2014-Feb
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1386-4416
EISSN: N/A
Professional Development for Practicing Mathematics Teachers: A Critical Connection to English Language Learner Students in Mainstream USA Classrooms
Ross, Karen E. L.
Journal of Mathematics Teacher Education, v17 n1 p85-100 Feb 2014
This article examines the effects of changing teacher self-efficacy on student achievement. Results from a quantitative study of mathematics teachers in a USA mid-Atlantic state showed that teachers experienced reduced self-efficacy when working with English language learner students (ELLs) relative to non-ELLs. Further, the article explores professional development opportunities for strengthening teachers' effectiveness with ELLs. The study utilized a four-part survey instrument based on the "Teacher Sense of Efficacy Scale" (TSES). All participants (n = 181) were mathematics educators from the highlighted state, and 94 % of them were preK-12 public school practicing classroom teachers. Study results indicate that teachers' participation in professional development on ELL instruction is positively correlated to their heightened sense of self-efficacy. This finding points to continuing education as a potentially viable approach to reducing academic challenges for ELL students in mainstream mathematics classrooms by developing ever more effective practicing teachers.
Descriptors: Mathematics Teachers, Faculty Development, English Language Learners, Self Efficacy, Mathematics Achievement, Statistical Analysis, Teacher Effectiveness, Public School Teachers, Preschool Teachers, Elementary School Teachers, Secondary School Teachers, Continuing Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education; Elementary Education; Secondary Education; Adult Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A