Factors influencing middle school mathematics teachers’ Beliefs about ELLs in mainstream classrooms

Research output: Contribution to journalArticle

Abstract

The 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.
Introduction
Original languageEnglish (US)
Number of pages7
JournalIssues in the Undergraduate Mathematics Preparation of School Teachers
Volume5
StatePublished - Dec 2011

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Cite this

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title = "Factors influencing middle school mathematics teachers’ Beliefs about ELLs in mainstream classrooms",
abstract = "The purpose of this study was to explore the factors influencing the beliefsmiddle school mathematics teachers have about English Language Learners(ELLs) in mainstream classrooms. One hundred forty-nine middle schoolmathematics teachers from 11 school systems in Georgia completed the “MiddleSchool Mathematics Teachers’ Beliefs about English Language LearnersQuestionnaire.” Teachers who had received training felt significantly moreprepared to teach ELLs and to help them understand class materials than didteachers who had not received training. In addition, females believed significantlymore than males that teachers should modify assignments for ELLs. Teachersneed more training in ELL pedagogy to successfully meet the needs of the ELLsthey are likely to encounter.Introduction",
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AB - The purpose of this study was to explore the factors influencing the beliefsmiddle school mathematics teachers have about English Language Learners(ELLs) in mainstream classrooms. One hundred forty-nine middle schoolmathematics teachers from 11 school systems in Georgia completed the “MiddleSchool Mathematics Teachers’ Beliefs about English Language LearnersQuestionnaire.” Teachers who had received training felt significantly moreprepared to teach ELLs and to help them understand class materials than didteachers who had not received training. In addition, females believed significantlymore than males that teachers should modify assignments for ELLs. Teachersneed more training in ELL pedagogy to successfully meet the needs of the ELLsthey are likely to encounter.Introduction

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