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
|Commitee:||Peterson, Kenneth, Santelmann, Lynn, Stevens, Dannelle, Temple, Jacqueline|
|School:||Portland State University|
|School Location:||United States -- Oregon|
|Source:||DAI-A 72/06, Dissertation Abstracts International|
|Subjects:||English as a Second Language, Multicultural Education, Teacher education|
|Keywords:||English language learners, Multiculturalism, Professional development, Professional development for teachers of english language learners, Sheltered instruction, Teacher attitudes|
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