[-] Show simple item record

dc.contributor.advisorBrooks, Jeffrey S., 1970-eng
dc.contributor.authorYoesel, Margaret René Watring, 1957-eng
dc.coverage.spatialUnited Stateseng
dc.date.issued2010eng
dc.date.submitted2010 Summereng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on August 25, 2010).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Jeffrey S. Brooks.eng
dc.descriptionVita.eng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionPh. D. University of Missouri--Columbia 2010.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.eng
dc.description.abstractClassrooms in the United States are changing as the population of the United States becomes more diverse with growing numbers of English language learners (Banks, 2005; Capps, Fix, Murray, Ost, Passel & Herwantoro, 2005; Cartledge, Gardner, & Ford, 2009; DeVillar, Faltis, & Cummins, 1994; Diaz, 2001; Dilg, 2003; Hernandez, 2001; Ovando & McLaren, 2000; Sadowski, 2004; Sleeter & Grant, 1994). Immigrants and their families have traditionally settled in larger urban communities, but recent trends indicate a growing number of English language learners are enrolling in rural mid-west public schools. Many rural districts have very little experience or resources to meet the needs of this new diverse group of students. As a result teachers, especially in rural and low-incidence districts, are experiencing academic and cultural challenges of educating students whose first language is not English (Berube, 2000; Hill & Flynn, 2004). The purpose of this study was to examine elementary teacher perceptions regarding experience with instructing mainstreamed English language learners in a low-incidence district. This study also explores issues these teachers feel most influence their ability to successfully teach students from diverse cultures and who speak a first language other than English. Research examining teacher perceptions should provide important insight to teachers, administrators and policy makers regarding teacher needs and support in the education of English language learners.eng
dc.format.extentxi, 156 pageseng
dc.identifier.merlinb80170833eng
dc.identifier.merlinb80170833eng
dc.identifier.oclc671640646eng
dc.identifier.urihttp://hdl.handle.net/10355/8864
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartof2010 Freely available dissertations (MU)eng
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2010 Dissertationseng
dc.subject.lcshEnglish language -- Study and teaching (Elementary) -- Foreign speakerseng
dc.subject.lcshElementary school teachers -- In-service trainingeng
dc.subject.lcshEducational leadershipeng
dc.subject.lcshSchool support teamseng
dc.subject.lcshRural schoolseng
dc.titleMainstreamed English language instruction in a low-incidence rural school district: a case studyeng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


Files in this item

[PDF]
[PDF]
[PDF]

This item appears in the following Collection(s)

[-] Show simple item record