The Campfire Effect: A Preliminary Analysis of Preservice Teachers’ Beliefs About Teaching English Language Learners After State-Mandated Endorsement Courses
Abstract
This article focuses on the influence that Arizona’s mandated Structured English Immersion endorsement policy has on preservice teachers’ beliefs and attitudes toward English language learners. By utilizing both quantitative and qualitative methods of inquiry, our preliminary analysis showed “the campfire effect,” which is to say that our undergraduate students overwhelmingly reported that the endorsement courses had a positive result on both their confidence and underlying ideological beliefs about teaching English language learners. The campfire effect, therefore, is an important step in the teacher learning process, particularly with such controversial topics as the education of culturally and linguistically diverse students.
Reference
Olson, K. & Jimenez-Silva, M. (2008). The Campfire Effect: A Preliminary Analysis of Preservice Teachers' Beliefs About Teaching English Language Learners After State-Mandated Endorsement Courses, Journal of Research in Childhood Education, 22:3, 246-260, DOI: 10.1080/02568540809594625
Journal
Journal of Research in Childhood Education
Analysis
Is this article part of a larger project or series of studies?
yes
Does this study draw on a large, preexisting data set?
no
Research Approach
- mixed methods
- Positivist/Post Positivist (quantitative)
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
72
Other Participant Data
Duration of Data Collection
Data Sources
Data Analysis Tools
Researcher Positionality
- Inside (studying their own programs)
Research Questions
How have the SEI endorsement courses and curriculum changed our elementary education preservice teachers’
beliefs and attitudes toward instructing ELLs?
Is this research question explicit from the manuscript? Yes
How do our elementary education preservice
teachers perceive their future instruction for ELLs as a result of completing the SEI coursework?
Is this research question explicit from the manuscript? Unknown