Abstract/Details

The Relationship Between Teachers' Multicultural Attitudes and Their Instructional Practice with English Language Learners: A Mixed Method Study


2011 2011

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Abstract (summary)

Teachers of English language learners (ELLs) are often ill prepared to provide content area instruction tailored to their students' needs. This explanatory mixed method study examined the relationship between 15 ELL teachers' multicultural attitudes and use of sheltered instruction (SI). The purpose of the study was to ascertain whether teachers' multicultural attitudes influenced their use of SI. Data were gathered using a Demographic Questionnaire, Multicultural Efficacy Scale (MES), Classroom Instruction Questionnaire, and semi-structured interviews. A correlational analysis found no statistically significant relationship (i.e., r = -.34; p = .22) between participants' scores on SI observations and the MES. A correlational estimate for the four highest SI scorers indicated a relationship between the two sets of scores (i.e., r = .75; p = .25). Qualitative data did not indicate any patterns that might distinguish the high and low SIOP scorers; however, Aptitude Measurement Interaction may explain the different correlational results.

Keywords: multiculturalism, sheltered instruction, English language learners, teacher attitudes, professional development for teachers of English language learners

Indexing (details)


Subject
English as a Second Language;
Multicultural Education;
Teacher education;
Teacher attitudes;
Teaching methods
Classification
0441: English as a Second Language
0455: Multicultural Education
0530: Teacher education
Identifier / keyword
Education; English language learners; Multiculturalism; Professional development; Professional development for teachers of english language learners; Sheltered instruction; Teacher attitudes
Title
The Relationship Between Teachers' Multicultural Attitudes and Their Instructional Practice with English Language Learners: A Mixed Method Study
Author
Dodici, Adria Danielle
Number of pages
192
Publication year
2011
Degree date
2011
School code
0180
Source
DAI-A 72/06, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781124581712
Advisor
Caskey, Micki
Committee member
Peterson, Kenneth; Santelmann, Lynn; Stevens, Dannelle; Temple, Jacqueline
University/institution
Portland State University
Department
Education
University location
United States -- Oregon
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3450007
ProQuest document ID
863843675
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/863843675/abstract
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