Dissertation - Public Access
Ed.D. Doctor of Education
Reading, Language and Literacy
Donna Ogle, Ed. D., Chair, Dissertation Committee
Antonina Lukenchuk, Ph.D., Member, Dissertation Committee
Ruth Quiroa, Ed.D., Member, Dissertation Committee
This study focuses on the instruction of middle grade English language learners (ELs) and their bilingual, English as a Second Language (ESL), and content teachers in a large, urban, Midwestern school district. This mixed methods study gathered quantitative and qualitative data using a survey and interviews to examine the preparation, dispositions, and experiences of middle grade EL teachers; their professional development; their instructional decisions related to language and literacy development; and the factors that influence these decisions. Study results aided the formulation of district, school, and teacher level recommendations based on the belief that without equitable, quality instruction, and highly developed and supported EL teachers, these students will not attain the knowledge and skills in content, language, and literacy necessary for success in learning and life.
Cardenas-Lopez, Elizabeth, "Teaching English Learners in Middle Grades: A Mixed Method Study of the Dispositions, Priorities, and Instructional Practices of Urban Bilingual, ESL, and Content Teachers" (2015). Dissertations. 112.
Appendix A - Consent Form and Online Survey
Cardenas-Lopez E - APPENDIX D - SURVEY DATA SUMMARY .pdf (2550 kB)
Appendix D - Survey Data Summary
Bilingual, Multilingual, and Multicultural Education Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Teacher Education and Professional Development Commons