This study used mixed methods to examine middle school mathematics teachers’ beliefs about English Learners’ ability to participate in rigorous, grade-level math instruction as well as beliefs about their own capacity for teaching English Learners. Additionally, the study investigated the influence of teachers’ beliefs on their instructional practices and identified the types of support teachers need to develop as culturally and linguistically responsive educators. Findings revealed some dissonance between teachers’ explicit beliefs about teaching English Learners and their implicit beliefs illustrated through instructional decisions made, as well as previously unrecognized gaps in teachers’ ability to identify and differentiate the needs of different types of English learners. Finally, the study identified teachers’ pressing needs for additional support at the school and district levels to continue to develop skills and knowledge to improve their teaching for English learners. The study concluded with an action plan for developing a robust professional learning system to develop teachers’ self-efficacy as culturally and linguistically responsive educators while also addressing implicit bias through reflection.
|Advisor:||Stephenson, Rebecca Herr|
|Commitee:||Huchting, Karen, Ramos, Francisco|
|School:||Loyola Marymount University|
|School Location:||United States -- California|
|Source:||DAI-A 82/3(E), Dissertation Abstracts International|
|Subjects:||Education, English as a Second Language, Mathematics education, Middle School education|
|Keywords:||Culturally responsive teaching, English Learners, Linguistically responsive teaching, Social cognitive theory|
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