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Access To Culturally Responsive Teaching For English Language Learners : Mainstream Teacher Perceptions And Practice On Inclusion., Tamela N. Compton

Electronic Theses and Dissertations

This dissertation was designed to inform educators, practitioners, and policy makers on equity-based instruction for ELLs by examining secondary teachers’ perceptions and practice on inclusion. A dominant qualitative research design was used for this study. A survey adapted from Reeves (2002) research on secondary teacher’s attitudes and perceptions on the inclusion of English as a Second Language (ESL) student in mainstream classrooms was administered to 212 secondary teachers in three high schools who have shown significant growth in their ESL student enrollment. The study then interviewed six teachers who participated in the survey on their personal experiences with instructing ELLs …