Abstract Florida has undergone a 27.8% increase of ELL PreK-12 public school students within the last twenty years (www.fldoe/aala). Of the total student population in Florida, 9.4% speak 230 different languages and dialects with the highest percentage in Hispanic speakers. This is followed by Haitian-Creole, Arabic, Vietnamese, Hmong, Chinese, and Korean (http://www.fldoe.org/aala/). Despite these startling statistics, there are still teachers in Florida's public PreK-12 school systems who are not professionally prepared to meet the growing demands of the ELL population. In a 2012 report released by the National Center for Educational Evaluation and Regional Assistance (NCEERA), 41% of the teachers surveyed reported that they teach ELL students but fewer than 13% reported any ELL professional development. To better understand this phenomenon, this study offers a contextual framework that illuminates the issues that surround Florida's public school PreK-12 ELL teacher preparation: the first is teacher ELL professional development programs in Florida, the second is the policies that have influenced Florida's ELL professional development programs, and finally how teachers' perceptions of ELL professional development programs influence their classroom practices. This research argues that these constructs influence each other and directly affect teachers' perceptions of ELL professional development. The research questions addressed in this study are: (1) What are teachers' perceptions of the applicability of their pre-service and in-service preparation to teach English language learners and what are their current instructional practices?, and (2) Do these perceptions and practices differ on the following bases: (a) English as a Second Language endorsement, certification, or not, (b) Teaching experience based on the number of years teaching, and (c) The number of ELL students. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. / Fall Semester, 2013. / November 5, 2013. / Elementary School, ESOL/ell, Teacher Professional Development / Includes bibliographical references. / Robert A. Schwartz, Professor Directing Dissertation; Patrice Iatarola, Professor Directing Dissertation; Diana Rice, University Representative; Judith Irvin, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_185153 |
| Contributors | Phillips, Jennifer J. (authoraut), Schwartz, Robert A. (professor directing dissertation), Iatarola, Patrice (professor directing dissertation), Rice, Diana (university representative), Irvin, Judith (committee member), Department of Educational Leadership and Policy Studies (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
Page generated in 0.0013 seconds