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dc.contributor.authorVillafrank, Caroline
dc.date.accessioned2018-09-25T12:04:19Z
dc.date.available2018-09-25T12:04:19Z
dc.date.issued2016-05
dc.identifier.urihttp://hdl.handle.net/1951/70430
dc.description1 online resource (iv, 71 pages) : illustrations.en_US
dc.description.abstractAs the population of English Language Learners continues to grow, policymakers, legislators and courts alike have struggled with implementing educational policy. Virtually, since its inception, the United States has struggled with determining how to best educate its linguistically diverse students. From segregation cases in the 40s, 50s and 60s, to modern day English only movements, to present day policies such as No Child Left Behind, any educational victories that have been obtained have been intermittent and disjointed (Powers, 2014). As the United States continues to grow increasingly diverse are policymakers prepared to adequately meet the demands of educating English Language Learners? The purpose of this study is to examine how English as a New Language Teachers (ENL) in Chautauqua County New York perceive No Child Left Behind and Commissioner's Regulations Part 154 in the ENL classroom, and whether these laws have influenced their teaching. Data was obtained through face-to-face interviews, observation and recording and policy analysis. Results indicate that participants felt mostly negative towards No Child Left Behind, and viewed Part 154 favorably. Participants' negative perceptions towards No Child Left Behind did not appear to negatively affect their teaching. Implications for addressing the educational needs of ELLs and Policymaking, as well as future research are also discussed. [from author's abstract]en_US
dc.language.isoen_USen_US
dc.publisherState University of New York College at Fredoniaen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectTeachers--Rating--Government policy--United Statesen_US
dc.subjectSchool improvement programs--Government policy--United States.en_US
dc.subjectLimited English-proficient students--Education--Government policy--New York (State), Western.en_US
dc.subjectEducational accountability.en_US
dc.subjectNo Child Left behinden_US
dc.subjectEnglish Language Learneren_US
dc.subjectChautauqua Countyen_US
dc.titleTeacher attitudes toward No Child Left Behind and part 154 in the English as a New language classroomen_US
dc.typeThesisen_US


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Attribution-NonCommercial-NoDerivs 3.0 United States
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 United States