Access Type

Open Access Dissertation

Date of Award

January 2013

Degree Type

Dissertation

Degree Name

Ed.D.

Department

Curriculum and Instruction

First Advisor

Marc H. Rosa

Second Advisor

Sharon Elliott

Abstract

This study examined educators' knowledge and attitudes towards the implementation of programs for English language learners. The study was conducted in an urban school district with 106 participants. Participants were surveyed relative to their knowledge and attitude towards the No Child Left Behind, Title III legislative mandates of 2002. Of particular interest was the impact this legislation had on their performance as educators; specifically in regards to their attitude towards the funding, standards and assessment associated with this legislation's mandates.

A five part instrument was used in the study. Three components of the instrument were a 5-point likert scale rating related to funding (Scale 1), standards (Scale 2) and assessment (Scale 3) and their knowledge of the No Child Left Behind, Title III legislation. Another component of the instrument rated the educators' attitude (Scale 4) relative to program implementation for English language learners. The final component of the instrument requested demographic information relative to each participant, i.e., gender, level of education, setting they worked in, and whether or not they believed that the ELL student population would increase.

Three hypotheses were examined using multiple regression to analyze the four continuous variables (scales). Scales 1 (Funding), Scale 2 (Standards) and Scale 3 (Assessment) were analyzed as predictor variables. Scale 4(Attitudes) was analyzed as the predictor variable. Analysis was also completed to determine the impact of demographic variables on educator attitudes towards ELLs. Hypotheses 1 and 2 regarding funding and standards were supported by the data. However, Hypothesis 3 regarding assessment was not supported by the data. In fact, evidence of a positive attitude regarding this hypothesis was non-existent. This hypothesis predicted a positive relationship between K-12 knowledge of the assessment of scientifically-based academic and student achievement standards as required by NCLB Title III mandates and educator attitudes towards the implementation of English language learning programs.

This study revealed a dire need for a paradigm shift in the system utilized for meeting the needs of ELLs. Critical to this shift is the necessity for institutionalization of nation-wide standards and policies.

Download

Share

COinS