The analysis and review of the literature, revealed multiple commonalities and patterns that emerged. The 5 common themes that emerged, included: experience (years teaching), the teacher’s perceptions of students, training, the type of service models, and the demographics (rural socioeconomic).
Experience-Years Teaching:
According to this article, years teaching experience plays a factor in impacting on teachers’ beliefs about ELLs in their mainstream classrooms. In addition, the author included studies done by researchers that support this notion and found that: the more years teachers worked with ELLs, the more highly they rated their ability to teach these students, and teachers with between six and ten years of teaching experience had …show more content…
(O’Neal, et al, 2008)
Teachers in this study had a mean of 8.43 years teaching, with 2/3 having a Master’s Degree. (Silverman, et al, 2013)
Faez and Valeo’s study only survey teachers who had 3 years or less teaching experience. Being on under their 3rd year they are going under a period of anxiety and critical development and they determine if they’re in the correct profession. (Faez & Valeo, 2012)
Their survey focuses on only one teacher who has 6 years teaching experience in 1st grade classrooms. (Lee, Butler, & Tippins, 2007)
In the research that has been conducted Duran, L.K., Roseth, C.J., Hoffman, P. (2010), had two types of teachers. One of the teachers had nine years of experience and held a BA degree in early childhood education and was placed to teach and English Only instruction class. Another teacher had seven years of experience and held a AA degree in child development and was put in a Transitional Bilingual Education instruction classroom. (Duran, L.K., Roseth, C.J., Hoffman, P., …show more content…
According to this article, the teachers level of education and experience are two main components that can result in student success (Gandara, Maxwell-Jolly, Driscoll, 2005).
The Teacher’s Perceptions Of Students:
Teachers’ perceptions hold a powerful connection for the ELLs in their classrooms. According to this article, the author stated a researcher that found that teachers’ beliefs about second language learning and teaching shape their perceptions and judgments, which can affect students’ behavior in the classroom (Pettit, 2011).
The majority of teachers in this study believe in the academic potential of ELL’s. Teacher’s responses on ELL’s graduating from high school at the same time as their non-ELL peers were: 47% agreed that they will graduate at the same time, 24% strongly agreed, 24% disagreed, 5% strongly disagreed (Rios-Aguilar, Gonzalez-Canche, & Moll,
Experience-Years Teaching:
According to this article, years teaching experience plays a factor in impacting on teachers’ beliefs about ELLs in their mainstream classrooms. In addition, the author included studies done by researchers that support this notion and found that: the more years teachers worked with ELLs, the more highly they rated their ability to teach these students, and teachers with between six and ten years of teaching experience had …show more content…
(O’Neal, et al, 2008)
Teachers in this study had a mean of 8.43 years teaching, with 2/3 having a Master’s Degree. (Silverman, et al, 2013)
Faez and Valeo’s study only survey teachers who had 3 years or less teaching experience. Being on under their 3rd year they are going under a period of anxiety and critical development and they determine if they’re in the correct profession. (Faez & Valeo, 2012)
Their survey focuses on only one teacher who has 6 years teaching experience in 1st grade classrooms. (Lee, Butler, & Tippins, 2007)
In the research that has been conducted Duran, L.K., Roseth, C.J., Hoffman, P. (2010), had two types of teachers. One of the teachers had nine years of experience and held a BA degree in early childhood education and was placed to teach and English Only instruction class. Another teacher had seven years of experience and held a AA degree in child development and was put in a Transitional Bilingual Education instruction classroom. (Duran, L.K., Roseth, C.J., Hoffman, P., …show more content…
According to this article, the teachers level of education and experience are two main components that can result in student success (Gandara, Maxwell-Jolly, Driscoll, 2005).
The Teacher’s Perceptions Of Students:
Teachers’ perceptions hold a powerful connection for the ELLs in their classrooms. According to this article, the author stated a researcher that found that teachers’ beliefs about second language learning and teaching shape their perceptions and judgments, which can affect students’ behavior in the classroom (Pettit, 2011).
The majority of teachers in this study believe in the academic potential of ELL’s. Teacher’s responses on ELL’s graduating from high school at the same time as their non-ELL peers were: 47% agreed that they will graduate at the same time, 24% strongly agreed, 24% disagreed, 5% strongly disagreed (Rios-Aguilar, Gonzalez-Canche, & Moll,