Theses and Dissertations
Date of Award
2024
Document Type
Dissertation - NSU Access Only
Degree Name
Doctor of Education (EdD)
Department
Abraham S. Fischler College of Education and School of Criminal Justice
Advisor
Marcia O’Neil
Committee Member
Sandra Duncan
Committee Member
Kimberly Durham
Keywords
English language learners, self efficacy, professional development, teacher attitudes
Abstract
This applied dissertation was crafted to investigate the perspectives of middle school educators concerning their preparedness to instruct English language learners (ELL), an expanding subgroup of students. Given that over half of the student population in the target school district communicates in languages other than English at home, there is a heightened emphasis on fostering language and cultural connections between educators and students. Despite this, a significant number of educators within the school expressed a sense of inadequacy in teaching ELL students. In response to these concerns, some educators proactively sought additional, more specialized professional development opportunities to enhance their efficacy in supporting and educating ELL students effectively.
The researcher utilized a focus group interview to assess the preparedness perceptions of educators in the specific middle school under investigation. A selection of six to eight educators volunteered to participate in the focus group interview, during which they deliberated on their preferences regarding professional development initiatives aimed at enhancing their capabilities in instructing ELL students. This methodology was employed to gain a comprehensive understanding of the educators’ perspectives on preparedness and to explore insights into their preferred avenues for professional growth related to effective teaching strategies for ELL students. The research findings reveal three key insights: 1) educators were split in their perceptions of preparedness to teach ELL students, with those feeling prepared attributing their perceived readiness to external factors such as student teaching experiences or personal background experiences; 2) neither the quantity nor the quality of professional development had a direct influence on educators’ self-assessed perceptions of preparedness for teaching ELLs; and 3) the most effective professional development programs were identified as those that incorporated practical, hands-on strategies that could be immediately applied in the classroom.
NSUWorks Citation
Jessica Lebron. 2024. Middle School Mainstream Educators’ Perceptions of Preparedness for Teaching English Language Learners. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education and School of Criminal Justice. (686)
https://nsuworks.nova.edu/fse_etd/686.
