Mississippi Mainstream Teachers' Attitudes and Perceptions Toward English Language Learner Inclusion


Book Description

Abstract: The purpose of this study was to explore mainstream Mississippi K-12 classroom teachers' attitudes toward enrolled English Language Learning students. Four research questions and five hypotheses guided this study. The findings of this study were based on a sample of Mississippi K-12 teachers within one district. This study's participants indicated a welcoming attitude toward ELL students; however, they believed that ELL students should attain a minimum amount of English proficiency before entering the mainstream classroom. The study's participants' generally believed that ELL students should be able to acquire English within two years of enrolling in a U.S. school, tended to assume that immersion in an English-rich environment was ideal for English acquisition, and 92% of the participants strongly agreed or agreed that English should be the official language of the United States. The majority of this study's participants also indicated a tolerance for giving ELL students more time to complete coursework and the desire for training in working with ELL students. In terms of support, participants in this study tended to perceive insufficient/limited support from ELL teachers.







Career Development Across the Lifespan


Book Description

This second edition of Career Counseling Across the Lifespan: Community, School, Higher Education, and Beyond is the latest volume in the Issues in Career Development Series, edited by Drs. Grafton Eliason, Mark Lepore, Jeff Samide, and John Patrick, from California University of Pennsylvania and Clarion University of Pennsylvania. The purpose of Career Development Across the Lifespan is to provide a broad and in-depth look at the field of career development as it applies to individuals involved in all areas of community counseling, school counseling, and higher education. The book will examine some of the field's major theories, themes, approaches, and newest models incorporating chapters from national and international career counseling experts. Specific emphasis is spent examining issues reflective of today's challenges in developing and maintaining a workforce that is diverse, flexible, and efficient. Readers will be provided with an action-based framework built on the best available research. This text book is truly the culmination of a decade’s work, compiling comprehensive studies from four previous volumes and updating key concepts in career counseling with the most contemporary theories and innovations. We examine three primary domains of career counseling throughout all of the developmental stages of the lifespan: community, schools K-12, and higher education. We include a specific focus on career history and theories, to prepare students for both the counseling environment and for national exams leading to certification and licensure, such as the (NCE) National Counseling Exam. We also include cutting edge research on contemporary topics, including such areas as: military careers, life after the military, individuals with disabilities or special needs, career counseling in our current socio-economic environment, and current technologies such as virtual counseling. In addition, we have added case studies and key terms as study guides at the end of each chapter. We are fortunate to include many recognized experts in the field of career counseling. Career Counseling Across the Lifespan: Community, School, Higher Education, and Beyond is a comprehensive text, written to address the broad needs of career counselors, educators, and students today.







English Language Learners in Linguistically Diverse Classrooms


Book Description

This study examined the attitudes of mainstream elementary teachers toward the inclusion of English language learners (ELLs). The classroom practices of these teachers, their perceptions of second language acquisition, and their attitudes toward professional development were also examined. Twenty-nine classroom teachers from two urban elementary schools in southeastern Pennsylvania participated in the study. Data were gathered through the use of a self-reporting survey and a focus group. Analysis of the data revealed that teachers evidenced positive attitudes regarding ELLs in the mainstream classroom, yet felt unprepared in meeting their needs. This study also revealed teachers' misconceptions regarding second language acquisition and the needs of ELLs in general. While teachers were found to engage in some teaching practices that support ELLs, there was little evidence of planning with these learners in mind. Most of the teachers in this study were interested in professional development that would improve their effectiveness in working with English language learners.