Details

Autor(en) / Beteiligte

• Hite, Kimberly Ann

Titel

A mixed methods study: Pennsylvania teacher attitudes, understandings, practices, and preparedness relative to Pennsylvania Common Core English language arts and English language learner literacy

Ort / Verlag

ProQuest Dissertations & Theses

Erscheinungsjahr

2015

Link zum Volltext

• ProQuest

Quelle

ProQuest Dissertations & Theses A&I

Beschreibungen/Notizen

• The paradigm shift to Common Core, known as PA Core in Pennsylvania, set requirements for not only English Language Arts (ELA), but for literacy across content areas in history, social studies, science, and technical subjects. The literacy standards are intended to complement the content standards, not replace them. Given that these literacy skills are expected to be applied across these content areas, there is a notion of shared responsibility for literacy development and literacy expertise from all teachers, requiring active participation of all students, which include English language learners. Assisting English language learners (ELLs) with adjustment to these shifts, presents pedagogical challenges for teachers, as they prepare and deliver instruction for ELLs. The purpose of this study was to examine Pennsylvania (PA) PreK-12 public school teacher attitudes, understandings, preparedness, and knowledge of instructional practices, relative to PA Common Core (PA Core) ELA ELL literacy. A mixed-methods approach was utilized by the researcher to collect data from one hundred PA PreK-12 public school teachers, using a vetted 34-item survey-questionnaire. In addition, the researcher conducted six ESL Specialist interviews. Survey results revealed that while teacher attitudes reflect agreement that PA Core ELA ELL multicultural literacy is important to them, they lack knowledge of strategies and instructional practices, preparedness, and training, relative to ELA ELL literacy. The findings of the survey supported data revealed in the ESL Specialist interviews. The interviews offered further clarification and more robust descriptive data about teacher instructional practices, preparation, attitudes, and policy, resulting in four emerging themes: Accountability, Alignment, Collaboration and Connections, and Equity and Fairness, mediated and influenced by social, cultural, political, human, and economic capital. Results from this study will better inform teaching practices, programs, and initiatives regarding pedagogy for ELLs.