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Development and Validation of the Mathematics Teachers' Beliefs About English Language Learners Survey (MTBELL)

机译：数学教师关于英语学习者的信念的发展和验证（MTBELL）

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Given the increasing number of English Language Learners (ELLs) in secondary mathematics classrooms, it is imperative that mathematics teacher educators develop measures for determining how and why secondary mathematics teachers (SMTs) understand and respond instructionally to these students. This paper reports on the initial development and validation of the Mathematics Teachers' Beliefs about English Language Learners survey, an instrument that measures SMTs beliefs, attitudes, knowledge base, and instructional practices in relation to meeting the academic and language needs of ELLs. Through piloting processes, the instrument was refined for a research study through which reliability and validity were established. The five constructs identified from exploratory factor analysis illustrate perceived opportunities and barriers in meeting ELLs' academic and language needs among SMTs.
机译：鉴于中学数学教室中英语学习者（ELLs）的数量不断增加，数学老师教育者必须制定措施来确定中学数学老师（SMT）如何以及为什么理解和回应这些学生。本文报告了数学老师对英语学习者的信仰调查的初步发展和验证，该工具用于衡量与满足ELL的学术和语言需求相关的SMT信念，态度，知识库和教学实践。通过试验过程，对该仪器进行了改进，以进行研究，从而确定了信度和效度。通过探索性因素分析确定的五种构想说明了满足SMT中ELL的学术和语言需求的机会和障碍。

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