Teachers' Attitudes toward Inclusion: Survey Results from Elementary School Teachers in Three Southwestern Rural School Districts

2003 ◽  
Vol 22 (2) ◽  
pp. 24-30 ◽  
Author(s):  
Helen Hammond ◽  
Lawrence Ingalls
Roeper Review ◽  
2019 ◽  
Vol 41 (2) ◽  
pp. 76-87 ◽  
Author(s):  
Sonja Laine ◽  
Risto Hotulainen ◽  
Kirsi Tirri

2014 ◽  
Vol 116 (4) ◽  
pp. 1-34
Author(s):  
Lucy Rader-Brown ◽  
Aimee Howley

Background/Context According to demographers, the number of English language learners (ELLs) in U.S schools has been increasing and is likely to continue to increase in coming years. For various reasons relating to language acquisition, cultural adjustment, and persistent discrimination, these students tend to experience academic difficulties. Improvement in their performance depends on teachers’ use of effective instructional strategies, but few surveys have investigated the extent to which teachers use such strategies or the conditions that encourage them to do so. Focus of Study This study addressed the following research questions: (a) To what extent do elementary content-area teachers use various research-based practices for teaching ELLs? (b) In consideration of appropriate statistical controls, to what extent are elementary content-area teachers’ professional training, attitudes, bilingualism, and their schools’ characteristics, singly and in combination, associated with their reported use of a set of research-based strategies for teaching English language learners? Participants Participants were a random sample of Ohio elementary school teachers (n = 419) in schools in the highest quartile of ELL enrollment. Research Design The current study surveyed elementary teachers in Ohio and then used multiple regression methods to identify significant predictors of teachers’ use of research-based strategies with ELLs. Findings Findings showed that teachers reported frequent use of research-based strategies, but their preference was for strategies recommended for all learners. They were less likely to use strategies specifically intended for ELLs. In addition, regression results showed that teachers’ attitudes and the percentage of ELLs in their schools were significant predictors of teachers’ use of research-based strategies—a positive predictor in the first instance and a negative predictor in the second. Ancillary analyses revealed that teachers’ years of experience and bilingualism, as well as the schools’ resources, were significant predictors of teachers’ attitudes toward ELLs, with more experienced teachers exhibiting more negative attitudes, and bilingual teachers and those in higher resource schools exhibiting more positive attitudes. Conclusions/Recommendations Findings point to the likelihood that continued efforts to prepare elementary school teachers to work with ELLs will entail the provision of additional resources to schools with large and increasing ELL populations. In addition, efforts to increase teachers’ use of research-based strategies with ELLs will involve professional preparation powerful enough to change attitudes. Instruction in a second language appears to be an approach that bears consideration.


2017 ◽  
Vol 66 (1) ◽  
pp. 99-114
Author(s):  
Danijela Vasilijevic ◽  
Gordana Stepic ◽  
Marina Ilic

Author(s):  
Nguyen Cong Khanh ◽  
Do Thi Huong ◽  
Tran Thi Ha

The paper presented the current situation of the level of elementary school teachers’ assessment on the implementation of the regulation of assessing primary school students according to Circular 22. The sample of the survey consisted of 813 teachers of some elementary schools in 6 provinces such as Lao Cai, Hanoi, Thua Thien Hue, Dak Lak, Tra Vinh and Ho Chi Minh City. The survey results showed that the majority of teachers have had a proper awareness of the purpose, principles, scientific bases and how to evaluate elementary school students according to the competency approach. At the same time, they also had very positive comments about the changes in behavior, their own perceptions and the implementation of orientation activities for students in the classroom towards developing capacity. However, a significant proportion of the surveyed teachers still had  incorrect perceptions and beliefs and so far, they faced a number of difficulties. The results obtained from the survey are considered as a very useful document for management as well as educators to review the strengths and limitations in the process of implementation to devise strategies and remedies in the near future.


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