Doctor of Philosophy / Department of Curriculum and Instruction / Michael Holen / Research shows the practice of incorporating English language learner (ELL) students’ native languages (L1) into instruction to be a major factor enhancing their success in school. In this study, 327 predominantly English-speaking (PES) teachers in the state of Kansas were surveyed on their perspectives and self-reported behaviors related to this practice. Participants were divided among three targeted teacher groups: pre-service teachers with no ESL-specific university preparation (PS), experienced teachers with no ESL-specific university preparation (No-ESL), and experienced teachers with significant (at least three courses) ESL-specific university preparation (C-ESL). Findings from descriptive analyses indicated that while teachers generally supported L1 use in instruction, they tended to show stronger support for its underlying theory than for its practical implementation. Results from a series of ANOVA’s suggested a clear link between ESL-specific university preparation and an increased support for the theory and practice of L1 use in instruction. Findings further suggested links among some combination of teaching experience and an increase in support for this practice. A series of inter-correlations produced various modest to moderate significant relationships among experienced teachers’ perspectives and demographic variables (gender, experience with ELL students). While both No-ESL and C-ESL teachers reported behaviors incorporating L1 use into instruction to some degree, results from independent samples t-tests showed that CESL teachers reported these behaviors significantly more often than No-ESL teachers. For both experienced teacher groups, inter-correlations showed modest to moderate significant relationships among a number of perspective items and behavior items. Results further indicated that although both groups shared some common relationships among variables, for the most part, the relationships shown to be significant varied considerably by group. Open-ended questions revealed a variety of approaches used by teachers as well as a number of obstacles perceived by teachers in incorporating L1 use in instruction. Findings from this study are discussed in relation to strategies and directions for teacher educators with the responsibility of preparing PES teachers to effectively serve increasing ELL student populations.

This study aims at exploring (1) EFL students’ willingness to communicate (WTC) from the perspectives of some English teachers in Swedish upper secondary schools, and (2) the same teachers’ reported strategies for dealing with their students’ WTC. Six teachers from five different upper secondary schools in Sweden, who all teach English in different programs, volunteered to participate in the study. The data were collected through semi-structured interviews, and the transcripts were analyzed using qualitative content analysis. The results of the study showed that teachers perceive both social and psychological factors to influence students’ WTC, and that motivation plays an important role. A natural part of discussing EFL learners’ WTC also seemed to be to discuss their use of the target language. Strategies that were reportedly perceived to enhance EFL learners’ WTC were building respectful relationships within the classroom, using meaningful and relevant topics, creating communicative settings, correcting mistakes cautiously and utilizing digital tools. However, enhancing students’ WTC was considered challenging, and more teacher training in affecting factors of and strategies for enhancing EFL learners’ WTC are suggested to be needed.

The umbrella term used in research to imply exposure to the English language outside the classroom is “extramural English”. The impact of the engagement in activities by second language learners of English through extramural activities is generally perceived as positive for language development. The aim of this study is to investigate the perceptions of teachers in Swedish lower secondary school on the influence of online extramural English on the written and spoken English proficiency of students, enrolled in years six till nine, learning English as a foreign language.A qualitative study in the form of an online questionnaire, consisting of open- and closed-ended questions, is used to answer three research questions: 1. What is the overall perspective of English teachers on their students’ proficiency in English and the influence of extramural English? 2. What is the perspective of English teachers on their students’ proficiency in written English and the influence of extramural English? 3. What is the perspective of English teachers on their students’ proficiency in oral English and the influence of extramural English? Teachers clearly believe that oral communication and listening skills benefit more than reading and writing skills from online extramural activities in English.

Elementary students in the United States are expected to read proficiently in order to be successful on high-stakes assessments. Researchers have found that many elementary students lack the motivation to become frequent readers. The purpose of this qualitative case study was to explore the reading motivational techniques used at a local district to encourage elementary students to become frequent readers. Framed by Skinner's operant conditioning theory and the focus on motivators and their effects on learning outcomes, the research questions explored teachers' perceptions of the motivators that increase student reading in the elementary grades. Data for the study were collected through individual interviews with a sample of 6 teachers who volunteered from the district's elementary schools. Open coding of the transcribed interview data and thematic analysis revealed 5 overarching themes: difficulties and challenges, preexisting perceptions, perceived effectiveness of used incentives/motivators, applicability to other grade levels, and factors critical to support reading development. The findings revealed certain recommended strategies such as free choice reading, increased parental involvement, and grade enhancement that may support intrinsic motivation compared to external motivation, which may be better supported through more immediate rewards. This study has the potential to promote social change by providing educators and other stakeholders at the local site with research findings on effective techniques to motivate elementary students to read more frequently.

The integration of Information and Communication Technologies (ICT) in educationhas attracted considerable attention in recent years, as well as in the context ofsustainability education. This thesis examines the attitudes of Greek teachers towardsteaching sustainability with ICT. The study employs a qualitative research, utilizingsemi-structured interviews as the main method of data collection. Drawing on existingtheories and research, the study focuses on three areas: the positives of using ICT insustainability education, the challenges faced by teachers, and the combination ofanalogue and digital media in sustainability teaching.By examining these attitudes, this thesis contributes to the existing body of knowledgeon the effective practices of sustainability education. It emphasizes the need for trainingprograms for teachers in digital literacy and addresses the challenges related to theimplementation of ICT. In addition, it highlights the importance of the combination ofanalogue and digital media in creating an inclusive and engaging learning experiencethat strengthens students’ environmental awareness, critical thinking and actionstowards a more sustainable future.

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This study examined special education teachers' perspectives of the instructional impact of the Florida Alternate Assessment (FAA) for students with significant cognitive disabilities. Through purposeful sampling, six special education teachers who serve students with significant cognitive disabilities and had experience administering the FAA were identified. Interviews posed questions about how they used the FAA to impact their instructional decision-making, how the FAA has influenced how the development of Individualized Education Program (IEP) goals, and how the FAA impacted how they defined access to the general education curriculum. The interviews, along with IEP artifacts, and a research journal formed the research design. Results revealed 8 major themes and 18 sub-themes. Teachers reported that the FAA ignores the complex needs of their students, and highlighted the curricular tensions between academics and life skills. A third of the teachers indicated they have created and adopted curriculum to mirror the FAA, and five out of the six teachers integrated more daily assessments similar to the FAA. In addition, the study revealed varied results for utilizing FAA results on IEP development and writing goals. Finally, teachers had varied beliefs on the value of curriculum content standards called access points for students with significant cognitive disabilities. Most of the teachers stated that higher standards lead to higher expectations. The results also revealed teachers' perspectives of the instructional impact of the FAA were influenced by their teaching context: center setting versus general education setting. Implications for future research and practice are included.

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The purpose of this study was to identify the current perspective of grades three through twelve in-service teachers regarding mathematics anxiety, its causes, and its relation to gender stereotyping. A short online survey was conducted to gain insight into their classrooms and perspectives of the subject. The results showed that mathematics anxiety did exist in the classroom, and in-service teachers did report seeing a gender gap between the anxiety experienced by females and males. I believe that from these findings it is important to conduct further research on in-service teachers to see in depth what they think. This is important because their beliefs about the subject can have a lasting impact on their students and their feelings towards mathematics.

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