The Impact Of Georgia S Esol Endorsement On Teachers Attitudes And Secondary English Language Learners Ells Achievement

The Impact of Georgia's ESOL Endorsement on Teachers' Attitudes and Secondary English Language Learners (ELLs)' Achievement

As school districts are facing increasing pressure to meet annual yearly progress goals based upon the No Child Left Behind legislation (2001), teacher preparation and effectiveness, especially in teaching specific subgroups, is an issue that resonates with many educators today. This quantitative, causal-comparative study examined the impact teachers who have obtained an ESOL endorsement have on standardized test scores in six high schools within one district in northeast Georgia. Additionally, the researcher compared teachers' attitudes and perceptions of six themes towards ELL inclusion in their mainstream classrooms in these same schools with findings from the original survey designed by Reeves (2002). The findings suggest that the test scores of students who were taught by teachers with an ESOL endorsement were not significantly different from students' scores who were taught by teachers without an endorsement. Similarly, findings for the survey suggest that the only slight differences in the attitudes or perceptions of the inclusion of ELLs in mainstream, secondary classrooms between academic teachers in Reeves' study and the current study in the theme areas of language, training and support, and general attitudes.

Dissertation Abstracts International

Dual Language Education

Dual language education is a program that combines language minority and language majority students for instruction through two languages. This book provides the conceptual background for the program and discusses major implementation issues. Research findings summarize language proficiency and achievement outcomes from 8000 students at 20 schools, along with teacher and parent attitudes.