{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1276"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1276","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"How do the perceptions of early childhood teachers towards their early childhood English Language Learners (ELLS) govern their pedagogical practices with the early childhood ELLS in their classrooms?","abstract":"The purpose of this parallel mixed-methodology study was to examine, through a critical lens, how the perceptions of early childhood teachers towards their early childhood English Language learners (ELLs) govern their pedagogical practices. The study was conducted in ten (N = 10) early childhood classrooms, ranging from grades pre-K to third grades, in one suburban school with a culturally and linguistically diverse student population. Quantitative data was gathered through the administration of Pohan and Aguilar's (2001) Professional beliefs about diversity 5-point Likert scale. Additionally, qualitative data was collected through interviews, classroom observations, and material artifacts. The same sample of participants (N = 10) was used for both sources of data collection. Results indicated that the majority of teacher participants held negative perceptions towards the ELL pupils in their classrooms as well as demonstrated a lack of understanding of culturally responsive pedagogy and theories of second language acquisition. Implications for in-service teacher professional development in order to cultivate understandings of the theories of second language acquisition and culturally responsive pedagogy are discussed.","abstract_html":"The purpose of this parallel mixed-methodology study was to examine, through a critical lens, how the perceptions of early childhood teachers towards their early childhood English Language learners (ELLs) govern their pedagogical practices. The study was conducted in ten (N = 10) early childhood classrooms, ranging from grades pre-K to third grades, in one suburban school with a culturally and linguistically diverse student population. Quantitative data was gathered through the administration of Pohan and Aguilar's (2001) Professional beliefs about diversity 5-point Likert scale. Additionally, qualitative data was collected through interviews, classroom observations, and material artifacts. The same sample of participants (N = 10) was used for both sources of data collection. Results indicated that the majority of teacher participants held negative perceptions towards the ELL pupils in their classrooms as well as demonstrated a lack of understanding of culturally responsive pedagogy and theories of second language acquisition. Implications for in-service teacher professional development in order to cultivate understandings of the theories of second language acquisition and culturally responsive pedagogy are discussed.","abstract_has_math":false,"creators":["Rizzuto, Kerry"],"institution":null,"degree_name":"Ed.D. Educational Leadership","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Wassell, Beth"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-11-15T08:00:00Z","date_published":"2013-11-15T08:00:00Z","updated_at":"2026-07-24T04:13:03Z","subjects":["English language--Study and teaching--Foreign speakers; Teacher-student relationships; Culturally relevant pedagogy","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/277","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Wassell, Beth"]},{"key":"dc:creator","label":"Author","values":["Rizzuto, Kerry"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:58:55Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Educational Leadership"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["English language--Study and teaching--Foreign speakers; Teacher-student relationships; Culturally relevant pedagogy","Elementary and Middle and Secondary Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/277"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this parallel mixed-methodology study was to examine, through a critical lens, how the perceptions of early childhood teachers towards their early childhood English Language learners (ELLs) govern their pedagogical practices. The study was conducted in ten (N = 10) early childhood classrooms, ranging from grades pre-K to third grades, in one suburban school with a culturally and linguistically diverse student population. Quantitative data was gathered through the administration of Pohan and Aguilar's (2001) Professional beliefs about diversity 5-point Likert scale. Additionally, qualitative data was collected through interviews, classroom observations, and material artifacts. The same sample of participants (N = 10) was used for both sources of data collection. Results indicated that the majority of teacher participants held negative perceptions towards the ELL pupils in their classrooms as well as demonstrated a lack of understanding of culturally responsive pedagogy and theories of second language acquisition. Implications for in-service teacher professional development in order to cultivate understandings of the theories of second language acquisition and culturally responsive pedagogy are discussed."]},{"key":"dc:title","label":"Title","values":["How do the perceptions of early childhood teachers towards their early childhood English Language Learners (ELLS) govern their pedagogical practices with the early childhood ELLS in their classrooms?"]}]}],"canonical_facts":{"dc:contributor":["Wassell, Beth"],"dc:creator":["Rizzuto, Kerry"],"dc:date.available":["2020-03-03T19:58:55Z"],"dc:description.abstract":["The purpose of this parallel mixed-methodology study was to examine, through a critical lens, how the perceptions of early childhood teachers towards their early childhood English Language learners (ELLs) govern their pedagogical practices. The study was conducted in ten (N = 10) early childhood classrooms, ranging from grades pre-K to third grades, in one suburban school with a culturally and linguistically diverse student population. Quantitative data was gathered through the administration of Pohan and Aguilar's (2001) Professional beliefs about diversity 5-point Likert scale. Additionally, qualitative data was collected through interviews, classroom observations, and material artifacts. The same sample of participants (N = 10) was used for both sources of data collection. Results indicated that the majority of teacher participants held negative perceptions towards the ELL pupils in their classrooms as well as demonstrated a lack of understanding of culturally responsive pedagogy and theories of second language acquisition. Implications for in-service teacher professional development in order to cultivate understandings of the theories of second language acquisition and culturally responsive pedagogy are discussed."],"dc:identifier":["https://rdw.rowan.edu/etd/277"],"dc:subject":["English language--Study and teaching--Foreign speakers; Teacher-student relationships; Culturally relevant pedagogy","Elementary and Middle and Secondary Education Administration"],"dc:title":["How do the perceptions of early childhood teachers towards their early childhood English Language Learners (ELLS) govern their pedagogical practices with the early childhood ELLS in their classrooms?"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D. Educational Leadership"]},"updated_at":"2026-07-24T04:13:03Z"}