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dc.contributor.authorPettit, Stacie
dc.date.accessioned2014-05-09T03:38:55Z
dc.date.available2014-05-09T03:38:55Z
dc.date.issued2011
dc.identifier.citationPettit, S. (2011). Factors influencing middle school mathematics teachers’ beliefs about ELLs in mainstream classrooms. Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal, 5. www.k-12prep.math.ttu.edu.en
dc.identifier.urihttp://hdl.handle.net/10675.2/316652
dc.description.abstractThe purpose of this study was to explore the factors influencing the beliefs middle school mathematics teachers have about English Language Learners (ELLs) in mainstream classrooms. One hundred forty-nine middle school mathematics teachers from 11 school systems in Georgia completed the “Middle School Mathematics Teachers’ Beliefs about English Language Learners Questionnaire.” Teachers who had received training felt significantly more prepared to teach ELLs and to help them understand class materials than did teachers who had not received training. In addition, females believed significantly more than males that teachers should modify assignments for ELLs. Teachers need more training in ELL pedagogy to successfully meet the needs of the ELLs they are likely to encounter.
dc.language.isoen_USen
dc.publisherTexas Tech Universityen
dc.relation.urlhttp://www.k-12prep.math.ttu.edu/journal/journal.shtmlen
dc.subjectEnglish Language Learnersen
dc.subjectESOLen
dc.subjectmiddle school mathematicsen
dc.subjectteacher beliefsen
dc.titleFactors influencing middle school methematics teachers' beliefs about ELLs in mainstream classroomen_US
dc.typeArticleen
dc.contributor.departmentDepartment of Teacher Educationen
dc.identifier.journalIssues in the Undergraduate Methematics Preparation of School Teachers: The Journalen
refterms.dateFOA2019-04-09T19:24:44Z
html.description.abstractThe purpose of this study was to explore the factors influencing the beliefs middle school mathematics teachers have about English Language Learners (ELLs) in mainstream classrooms. One hundred forty-nine middle school mathematics teachers from 11 school systems in Georgia completed the “Middle School Mathematics Teachers’ Beliefs about English Language Learners Questionnaire.” Teachers who had received training felt significantly more prepared to teach ELLs and to help them understand class materials than did teachers who had not received training. In addition, females believed significantly more than males that teachers should modify assignments for ELLs. Teachers need more training in ELL pedagogy to successfully meet the needs of the ELLs they are likely to encounter.


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