Zainuddin, Hanizah

The purpose of this study was to examine preservice teachers' (PSTs) perceptions regarding their knowledge of the English as a Second Language (ESOL) domains as suggested in the Florida Teacher Standards for English as a Second Language Endorsement (FTSEE), their beliefs regarding the types of assessments and assignments that provided them with the best method of understanding the ESOL domains, and other factors they perceived as influencing their understanding. This mixed methods study collected both quantitative (survey) and qualitative (interview) data. Study participants were elementary education majors enrolled in an ESOL infused program model. Findings from the study indicated that PSTs had an overall understanding of the ESOL domains and were prepared to incorporate a wide variety of instructional strategies and methods into their lesson plans. While culturally competent, they had not yet developed the understanding of how to take an advocacy approach to empower their students in both the school and community. While some PSTs demonstrated a basic understanding of the components of oral language and literacy development in ELLs, many had not yet obtained an in-depth understanding of the specific language thresholds at each language proficiency level nor understanding of the grammatical and linguistic complexities of spoken and written English. These findings imply that further development is needed so that PSTs are better prepared in the following competencies: the ability to write language objectives across the content areas based on the output of oral and written language; the ability to select the appropriate instructional strategies, curriculum, and materials based on language proficiency levels; and the ability to interpret and make informed decisions based on ELLs' assessment results. PSTs valued assignments and activities that allowed them to integrate their own knowledge base into scenarios that might actually occur when they become teachers, or reflected scenarios encountered in teaching situations. They valued opportunities to observe and work with ELLs in the field and desired more opportunities to work with a larger variety of language proficiency levels and ages. Outside influences such as jobs, own school experiences, knowledge of another language, and societal interactions also contributed to their ESOL knowledge.

This multiple case study investigated pedagogical differences and similarities
among practices used to teach word problems in private schools of Turkey and the United
States, the factors impacting teachers’ instructional decisions, and their approaches to
teaching word problems as well as the role of culture in teaching and learning word
problems. Quantitative survey data were collected from 28 Turkish and 27 U.S. high
school mathematics teachers from private or independent schools. The survey
investigated teachers’ background information, resources used, and their use of teaching
practices (teacher-centered, student-centered, concrete-visualizing, analytical) and types
of word problems (true or practice-oriented) as well as their thoughts about the structure
of word problems. Qualitative data were collected through classroom observations,
videotaping, and focus-group interviews from four ninth grade algebra teachers in Turkey
and the United States. Qualitative data helped the researcher expand upon the
quantitative findings and examine how word problems actually were being taught in the classroom, the factors impacting teachers’ instruction and approaches to teaching word
problems, and participants’ reflections on their own practices as well as on their
international partners’ word problems instruction.
The findings indicated no significant difference for most survey items, but
descriptive statistical analysis revealed that Turkish survey participants incorporated
teacher-centered, concrete-visualizing practices, and practice-oriented word problems
more often in their instruction, while U.S. survey participants frequently used student centered,
concrete-visualizing practices, and true problems. Qualitative findings pointed
out what specific teaching practices were evident in the classrooms observed and
videotaped in Turkey and the United States. While Turkish teachers thought the
university entrance examination and national curriculum had the biggest impact on their
teaching, U.S. teachers found school environment (traditional versus progressive) and
student perception of word problems as influential on their instruction. The role of
culture on teaching and learning word problems was observed in regard to teacher centered
versus student-centered instruction, teacher versus student role, and student
engagement. Study findings also indicated that cross-examination of teaching promotes
teachers’ reflection on their own practices and, thus, should be encouraged and promoted
across STEM disciplines and throughout a teaching career. Implications and
recommendations for future research, curriculum developers, and mathematics teachers
are discussed.

This study examined factors that relate to the persistence of first-generation
undergraduate students in a 4-year public university in the Southeastern United States.
Results were analyzed from a 2011 two-part survey: CARES-I (College Assessment of
Readiness for Entering Students-Intent) and CARES-A (College Assessment of
Readiness for Entering Students-Actual/Achieved. Semistructured interviews were
conducted with first-generation undergraduate persisters, administrators, and professors.
There was no statistically significant difference in persistence between
continuing-generation and first-generation students. None of the factors, with the
exception of performance goals on CARES A, were found to relate to persistence.
Significant positive correlations were found between persistence and residential status, a
learning strategies course, gender, high school GPA, and first semester in college GPA.
The learning communities program was not found to significantly relate to persistence.
The CARES surveys were found to be weak for predicting persistence. There was no significant interaction between any of the factors, persistence, and first-generation and
continuing-generation, except for performance goals on CARES I and self-efficacy on
CARES A. Findings from the interviews indicated that self-efficacy was highly important to
graduation. The students had clear academic and professional, learning, monetary, and
social outcome expectations. Student performance goals varied in amount of time, use of
learning strategies, and organizational tools. Of the organizational variables, academic
and social integration positively impacted persistence. However, the participants wished
to have had higher grades as freshmen, found the STEM courses tough, had no informal
interaction with administrators or professors, and did not use office hours enough.
Students spoke positively of institutional programs, clubs, services, and organizations
such as Supplemental Instruction (SI), the Math Lab, and Writing Center. Administrators
and professors expressed a need for more information and responsiveness to persistence
factors. Persistence was not impeded by family, friends, or work, whereas financial issues
were prevalent. Although demographic variables did not negatively impact persistence,
exo and macrosystem factors beyond the doors of the university emerged.
Recommendations and options are provided for further research and for the university to
improve persistence.