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dc.contributor.authorPettit, Stacie
dc.date.accessioned2014-05-09T15:57:14Z
dc.date.available2014-05-09T15:57:14Z
dc.date.issued2013-04
dc.identifier.citationPettit, S. (April, 2013). Teachers and students’ beliefs about ELLs in mainstream mathematics classrooms. Journal of Contemporary Research in Education 1(3).en
dc.identifier.urihttp://hdl.handle.net/10675.2/316691
dc.description.abstractThe purpose of this study was to explore the beliefs middle school mathematics teachers have about ELLs, to identify the strategies used to help ELLs, to explore the support teachers need to teach ELLs, and understand some of the experiences of ELLs in mainstream mathematics classrooms. In addition to student and teacher interviews, 106 middle school mathematics teachers from 11 school systems completed a questionnaire. The qualitative portion of the data is presented here.
dc.language.isoen_USen
dc.publisherThe University of Mississippien
dc.relation.urlhttp://education.olemiss.edu/jcre/en
dc.subjectteacher beliefsen
dc.subjectEnglish Language Learnersen
dc.subjectESOLen
dc.subjectMathematicsen
dc.subjectMiddle Schoolen
dc.titleTeachers an students' beliefs about ELLs in mainstream mathematics classroomsen_US
dc.typeArticleen
dc.contributor.departmentDepartment of Teacher Educationen
dc.identifier.journalJournal of Contemporary Research in Educationen
refterms.dateFOA2019-04-09T19:24:50Z
html.description.abstractThe purpose of this study was to explore the beliefs middle school mathematics teachers have about ELLs, to identify the strategies used to help ELLs, to explore the support teachers need to teach ELLs, and understand some of the experiences of ELLs in mainstream mathematics classrooms. In addition to student and teacher interviews, 106 middle school mathematics teachers from 11 school systems completed a questionnaire. The qualitative portion of the data is presented here.


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