Secondary Mathematics Teachers' Beliefs, Attitudes, Knowledge Base, and Practices in Meeting the Needs of English Language Learners

dc.contributor.advisorBonner, Emily
dc.contributor.advisorFlores, Belinda Bustos
dc.contributor.authorGann, Linda
dc.contributor.committeeMemberArreguín-Anderson, María
dc.contributor.committeeMemberTravis, Betty
dc.contributor.committeeMemberKennedy, Kimberley
dc.date.accessioned2024-02-09T21:10:54Z
dc.date.available2024-02-09T21:10:54Z
dc.date.issued2013
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractThe research centered on secondary mathematics teachers' beliefs, attitudes, knowledge base, and practices in meeting the academic and language needs of English language learners. Using socio-cultural theory and social practice theory to frame the study, the research design employed a mixed methods approach incorporating self-reported surveys, observations, and interviews of secondary mathematics teachers at a large South Texas suburban school district. The results indicated the secondary mathematics teachers having a generally positive belief about the capabilities of English Language Learners (ELLs). The teachers expressed knowing instructional strategies that addressed language and academic needs of ELLs. The inconsistencies to enact instructional practices that met ELLs' needs evolved from the emergent themes based on the data. The knowing-doing gap represented the barriers and opportunities to empower beliefs and knowledge into actions. The importance of communication emerged as both an agency and influential factor along with other socio-cultural factors, such as the testing culture, lack of resources, and differences of language and cultures. The findings direct researchers to support secondary mathematics teachers, administrators, and teacher educators with shared learning experiences toward shifting beliefs, transitioning attitudes, and increasing knowledge base in order to implement high-yield ELLs' instructional strategies with fidelity.
dc.description.departmentInterdisciplinary Learning and Teaching
dc.format.extent307 pages
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/20.500.12588/3465
dc.languageen
dc.subjectEnglish language learners
dc.subjectinstructional practices
dc.subjectmathematics education
dc.subjectteachers' beliefs
dc.subject.classificationMathematics education
dc.subject.classificationEnglish as a second language
dc.titleSecondary Mathematics Teachers' Beliefs, Attitudes, Knowledge Base, and Practices in Meeting the Needs of English Language Learners
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentInterdisciplinary Learning and Teaching
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

Files

Original bundle

Now showing 1 - 1 of 1
No Thumbnail Available
Name:
Gann_utsa_1283D_11002.pdf
Size:
3.25 MB
Format:
Adobe Portable Document Format