Date of Award
Doctor of Education (EdD)
This study examined the shared models of belief and attitude held by general education teachers toward the integrated period of English Language Arts instruction with English Language Learners. It also examined best practices for reading instruction. The researcher surveyed 32 general education elementary school teachers who had various levels of educational experience. All teachers have co-taught with an English as a New Language teacher in an integrated period of English Language Arts. The researcher utilized group interviews and Q-methodology. She employed a mixed methodological approach that examined the behavior and attitude of subjects both qualitatively and quantitatively. The researcher analyzed four major shared models of beliefs held by general education elementary school teachers who have participated in integrated ENL ELA instruction. The study also explored the way in which models of belief reflected disagreement, agreement, and absence of salience for specific statements in the Q set. Policy makers, school boards, administrators, and teachers may use these findings to strengthen English as a New Language programs and to develop new plans that address teachers’ beliefs and attitudes about the integrated period of English Language Arts instruction.
Fasciana, Maryann, "Beliefs of General Education Teachers Toward Effective Methods of Literacy Instruction for English Language Learners: Attitudes Toward Integrated English as a New Language" (2019). Selected Full Text Dissertations, 2011-. 20.