This study examined educators' knowledge and attitudes towards the implementation of programs for English language learners. The study was conducted in an urban school district with 106 participants. Participants were surveyed relative to their knowledge and attitude towards the No Child Left Behind, Title III legislative mandates of 2002. Of particular interest was the impact this legislation had on their performance as educators; specifically in regards to their attitude towards the funding, standards and assessment associated with this legislation's mandates.
A five part instrument was used in the study. Three components of the instrument were a 5-point likert scale rating related to funding (Scale 1), standards (Scale 2) and assessment (Scale 3) and their knowledge of the No Child Left Behind, Title III legislation. Another component of the instrument rated the educators' attitude (Scale 4) relative to program implementation for English language learners. The final component of the instrument requested demographic information relative to each participant, i.e., gender, level of education, setting they worked in, and whether or not they believed that the ELL student population would increase.
Three hypotheses were examined using multiple regression to analyze the four continuous variables (scales). Scales 1 (Funding), Scale 2 (Standards) and Scale 3 (Assessment) were analyzed as predictor variables. Scale 4(Attitudes) was analyzed as the predictor variable. Analysis was also completed to determine the impact of demographic variables on educator attitudes towards ELLs. Hypotheses 1 and 2 regarding funding and standards were supported by the data. However, Hypothesis 3 regarding assessment was not supported by the data. In fact, evidence of a positive attitude regarding this hypothesis was non-existent. This hypothesis predicted a positive relationship between K-12 knowledge of the assessment of scientifically-based academic and student achievement standards as required by NCLB Title III mandates and educator attitudes towards the implementation of English language learning programs.
This study revealed a dire need for a paradigm shift in the system utilized for meeting the needs of ELLs. Critical to this shift is the necessity for institutionalization of nation-wide standards and policies.
","abstract_html":"<p>This study examined educators' knowledge and attitudes towards the implementation of programs for English language learners. The study was conducted in an urban school district with 106 participants. Participants were surveyed relative to their knowledge and attitude towards the No Child Left Behind, Title III legislative mandates of 2002. Of particular interest was the impact this legislation had on their performance as educators; specifically in regards to their attitude towards the funding, standards and assessment associated with this legislation's mandates. </p> <p>A five part instrument was used in the study. Three components of the instrument were a 5-point likert scale rating related to funding (Scale 1), standards (Scale 2) and assessment (Scale 3) and their knowledge of the No Child Left Behind, Title III legislation. Another component of the instrument rated the educators' attitude (Scale 4) relative to program implementation for English language learners. The final component of the instrument requested demographic information relative to each participant, i.e., gender, level of education, setting they worked in, and whether or not they believed that the ELL student population would increase.</p> <p>Three hypotheses were examined using multiple regression to analyze the four continuous variables (scales). Scales 1 (Funding), Scale 2 (Standards) and Scale 3 (Assessment) were analyzed as predictor variables. Scale 4(Attitudes) was analyzed as the predictor variable. Analysis was also completed to determine the impact of demographic variables on educator attitudes towards ELLs. Hypotheses 1 and 2 regarding funding and standards were supported by the data. However, Hypothesis 3 regarding assessment was not supported by the data. In fact, evidence of a positive attitude regarding this hypothesis was non-existent. This hypothesis predicted a positive relationship between K-12 knowledge of the assessment of scientifically-based academic and student achievement standards as required by NCLB Title III mandates and educator attitudes towards the implementation of English language learning programs. </p> <p>This study revealed a dire need for a paradigm shift in the system utilized for meeting the needs of ELLs. Critical to this shift is the necessity for institutionalization of nation-wide standards and policies.</p>","abstract_has_math":false,"creators":["Foster, Monetta Irene"],"institution":null,"degree_name":"Ed.D.","degree_level":"Open Access Dissertation","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Marc H. Rosa","Sharon Elliott"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-01-01T08:00:00Z","date_published":"2013-01-01T08:00:00Z","updated_at":"2026-07-24T05:59:19Z","subjects":["Educator Attitudes","ELL Program Implementation","NCLB","Title III","Bilingual, Multilingual, and Multicultural Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wayne.edu/oa_dissertations/653","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Marc H. Rosa","Sharon Elliott"]},{"key":"dc:creator","label":"Author","values":["Foster, Monetta Irene"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educator Attitudes","ELL Program Implementation","NCLB","Title III","Bilingual, Multilingual, and Multicultural Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wayne.edu/oa_dissertations/653"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined educators' knowledge and attitudes towards the implementation of programs for English language learners. The study was conducted in an urban school district with 106 participants. Participants were surveyed relative to their knowledge and attitude towards the No Child Left Behind, Title III legislative mandates of 2002. Of particular interest was the impact this legislation had on their performance as educators; specifically in regards to their attitude towards the funding, standards and assessment associated with this legislation's mandates.
A five part instrument was used in the study. Three components of the instrument were a 5-point likert scale rating related to funding (Scale 1), standards (Scale 2) and assessment (Scale 3) and their knowledge of the No Child Left Behind, Title III legislation. Another component of the instrument rated the educators' attitude (Scale 4) relative to program implementation for English language learners. The final component of the instrument requested demographic information relative to each participant, i.e., gender, level of education, setting they worked in, and whether or not they believed that the ELL student population would increase.
Three hypotheses were examined using multiple regression to analyze the four continuous variables (scales). Scales 1 (Funding), Scale 2 (Standards) and Scale 3 (Assessment) were analyzed as predictor variables. Scale 4(Attitudes) was analyzed as the predictor variable. Analysis was also completed to determine the impact of demographic variables on educator attitudes towards ELLs. Hypotheses 1 and 2 regarding funding and standards were supported by the data. However, Hypothesis 3 regarding assessment was not supported by the data. In fact, evidence of a positive attitude regarding this hypothesis was non-existent. This hypothesis predicted a positive relationship between K-12 knowledge of the assessment of scientifically-based academic and student achievement standards as required by NCLB Title III mandates and educator attitudes towards the implementation of English language learning programs.
This study revealed a dire need for a paradigm shift in the system utilized for meeting the needs of ELLs. Critical to this shift is the necessity for institutionalization of nation-wide standards and policies.
"]},{"key":"dc:title","label":"Title","values":["Educators' Knowledge And Attitudes Relating To The Implementation Of Ell Programs Under Nclb Title Iii"]}]}],"canonical_facts":{"dc:contributor":["Marc H. Rosa","Sharon Elliott"],"dc:creator":["Foster, Monetta Irene"],"dc:date.available":["2013-01-01T08:00:00Z"],"dc:description.abstract":["This study examined educators' knowledge and attitudes towards the implementation of programs for English language learners. The study was conducted in an urban school district with 106 participants. Participants were surveyed relative to their knowledge and attitude towards the No Child Left Behind, Title III legislative mandates of 2002. Of particular interest was the impact this legislation had on their performance as educators; specifically in regards to their attitude towards the funding, standards and assessment associated with this legislation's mandates.
A five part instrument was used in the study. Three components of the instrument were a 5-point likert scale rating related to funding (Scale 1), standards (Scale 2) and assessment (Scale 3) and their knowledge of the No Child Left Behind, Title III legislation. Another component of the instrument rated the educators' attitude (Scale 4) relative to program implementation for English language learners. The final component of the instrument requested demographic information relative to each participant, i.e., gender, level of education, setting they worked in, and whether or not they believed that the ELL student population would increase.
Three hypotheses were examined using multiple regression to analyze the four continuous variables (scales). Scales 1 (Funding), Scale 2 (Standards) and Scale 3 (Assessment) were analyzed as predictor variables. Scale 4(Attitudes) was analyzed as the predictor variable. Analysis was also completed to determine the impact of demographic variables on educator attitudes towards ELLs. Hypotheses 1 and 2 regarding funding and standards were supported by the data. However, Hypothesis 3 regarding assessment was not supported by the data. In fact, evidence of a positive attitude regarding this hypothesis was non-existent. This hypothesis predicted a positive relationship between K-12 knowledge of the assessment of scientifically-based academic and student achievement standards as required by NCLB Title III mandates and educator attitudes towards the implementation of English language learning programs.
This study revealed a dire need for a paradigm shift in the system utilized for meeting the needs of ELLs. Critical to this shift is the necessity for institutionalization of nation-wide standards and policies.
"],"dc:identifier":["https://digitalcommons.wayne.edu/oa_dissertations/653"],"dc:subject":["Educator Attitudes","ELL Program Implementation","NCLB","Title III","Bilingual, Multilingual, and Multicultural Education"],"dc:title":["Educators' Knowledge And Attitudes Relating To The Implementation Of Ell Programs Under Nclb Title Iii"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Ed.D."]},"updated_at":"2026-07-24T05:59:19Z"}