Literaturnachweis - Detailanzeige
| Autor/inn/en | Gann, Linda; Bonner, Emily P.; Moseley, Christine |
|---|---|
| Titel | Development and Validation of the Mathematics Teachers' Beliefs about English Language Learners Survey (MTBELL) |
| Quelle | In: School Science and Mathematics, 116 (2016) 2, S.83-94 (12 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0036-6803 |
| Schlagwörter | Mathematics Teachers; Teacher Attitudes; English Language Learners; Secondary School Mathematics; Test Construction; Teacher Surveys; Beliefs; Knowledge Base for Teaching; Teaching Methods; Student Needs; Test Validity; Test Reliability |
| Abstract | Given the increasing number of English Language Learners (ELLs) in secondary mathematics classrooms, it is imperative that mathematics teacher educators develop measures for determining how and why secondary mathematics teachers (SMTs) understand and respond instructionally to these students. This paper reports on the initial development and validation of the Mathematics Teachers' Beliefs about English Language Learners survey, an instrument that measures SMTs beliefs, attitudes, knowledge base, and instructional practices in relation to meeting the academic and language needs of ELLs. Through piloting processes, the instrument was refined for a research study through which reliability and validity were established. The five constructs identified from exploratory factor analysis illustrate perceived opportunities and barriers in meeting ELLs' academic and language needs among SMTs. This article features a Research to Practice Companion Article. Please click on the supporting information link below to access. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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