ENGLISH LEARNER POLICIES AND THE RELATIONSHIP BETWEEN CERTIFICATION CHARACTERISTICS AND TEACHER PREPARATION

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dc.contributor.advisorSkidmore, Susana T
dc.contributor.committeeMemberCombs, Julie P
dc.creatorNale, Geronima Florinda 1982-
dc.creator.orcid0000-0002-2523-7878
dc.date.accessioned2024-05-10T15:16:11Z
dc.date.available2024-05-10T15:16:11Z
dc.date.created2022-05
dc.date.issued2022-05
dc.date.submittedMay 2022
dc.date.updated2024-05-10T15:18:21Z
dc.description.abstractThe purpose of this study was to review policies that affect English Learners in Texas public schools. Specifically, the relationship between ESL certification and teacher preparedness to teach English Learners was addressed. In this journal-ready dissertation, the first article contains a review of national and state policies that were designed to create equitable education for English Learners. The second article uses state-wide data from the Texas Principal Survey to ascertain the relationship between certification characteristics and how well the first-year teacher was prepared for teaching English Learners, planning, and instruction. The third article uses a similar state-wide dataset from the New Teacher Survey to ascertain the relationship between certification characteristics and first-year teacher evaluations of how well their educator preparation program prepared them to teach English Learners, plan, and provide instruction. For the latter two articles, which used a descriptive, matched-sample, quantitative research design, structural equation models were implemented. Analysis from the Principal Survey data indicated that ESL certification and was not statistically significantly related to teacher preparedness to teach English Learners. However, traditional certification routes were statistically significantly related to preparedness to teach English Learners. Traditional certification programs were also statistically significantly related to teacher preparedness for planning and instruction. Concerning certification levels, secondary certification was statistically significantly related to teacher preparation for planning, but not for instruction. v Analysis from the New Teacher Survey data revealed slightly different results. Again, ESL certification was not statically significantly related to preparedness to teach English Learners. However, certification route and certification level were statistically significantly related to preparation to teach English Learners. Traditional certification programs and elementary level certification was positively related to preparation to teach English Learners. Interestingly, ESL certification was statistically significantly related to preparation for planning and instruction, but the relationship was negative. Again, traditional certification routes were statistically significantly related to preparation for planning and instruction. However, certification level was not statistically significantly related to preparation for planning nor instruction. In the final chapter, the two quantitative studies are compared and discussed in relation to policy and literature. Implications for policy and practice are discussed. Finally, recommendations for future research are described.
dc.format.mimetypeapplication/pdf
dc.identifier.uri
dc.identifier.urihttps://hdl.handle.net/20.500.11875/4412
dc.language.isoEnglish
dc.subjectEnglish Learners; ESL Certification; Teacher Preparation
dc.titleENGLISH LEARNER POLICIES AND THE RELATIONSHIP BETWEEN CERTIFICATION CHARACTERISTICS AND TEACHER PREPARATION
dc.typeThesis
dc.type.materialtext
local.embargo.lift2024-05-01
local.embargo.terms2024-05-01
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducational Leadership
thesis.degree.disciplineEducational Leadership
thesis.degree.grantorSam Houston State University
thesis.degree.nameDoctor of Education

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