Teachers' Beliefs About Rigor of Curriculum for English Language Learners. Issue 1 (2nd January 2019)

• Record Type: Journal Article
• Authors: Murphy, Audrey Figueroa; Torff, Bruce
• Is Part Of: Educational forum. Volume 83:Issue 1(2019)
• Page Start: 90
• Page End: 101
• Publication Date: 2019-01-02
• Subjects: curriculum and instruction -- English as Second Language education -- teacher education/certification.; Education -- Periodicals; 370.5
• DOI: 10.1080/00131725.2018.1505991
• Languages: English
• ISSNs: 0013-1725

Abstract

Abstract: Survey research tested the hypothesis that teachers support less rigorous curriculum for English language learners (ELLs) than for general-education (GE) students. Participating teachers worked in urban schools with large populations of ELLs. Teachers rated descriptions of instructional activities that differed in demand for critical thinking (CT), a proxy for rigor of curriculum. Teachers favored less rigorous curriculum for ELL students, especially concerning high-CT activities. Such beliefs likely contribute to achievement gaps between ELLs and GE students.