Attitudes of Limited English Proficient Students and Their Teachers

Limited English Proficient (LEP) students are
reported to have higher dropout rates and lag behind
their language-majority peers in academic
achievement. Standardized mathematics test scores
reported for LEP students within the United States
are lower than their non-LEP peers. As the LEP
student population increases in Florida, meeting the
unique needs of these students, as well as federal
and state accountability issues, present formidable
challenges for educators. While there are many
reasons for LEP students lagging behind their non-LEP
peers academically, one major indicator of student
achievement is a positive learning environment. This
book provides an analysis of the mathematics learning
environment as defined by the attitudes of LEP and
non-LEP students and teachers in a secondary school.
Data were collected using a survey instrument,
interviews, and observations of participating
students and teachers. The attitudes of students and
teachers were examined to help educators better
understand how attitudes are likely to influence
performance and participation by LEP students within
the classroom.

Autorentext

Michelle Snider, Ed.D. : Studied Curriculum and Instruction atUniversity of Central Florida. Education Instructor at Universityof Central Florida, Orlando, Florida.

Klappentext

Limited English Proficient (LEP) students arereported to have higher dropout rates and lag behindtheir language-majority peers in academicachievement. Standardized mathematics test scoresreported for LEP students within the United Statesare lower than their non-LEP peers. As the LEPstudent population increases in Florida, meeting theunique needs of these students, as well as federaland state accountability issues, present formidablechallenges for educators. While there are manyreasons for LEP students lagging behind their non-LEPpeers academically, one major indicator of studentachievement is a positive learning environment. Thisbook provides an analysis of the mathematics learningenvironment as defined by the attitudes of LEP andnon-LEP students and teachers in a secondary school.Data were collected using a survey instrument,interviews, and observations of participatingstudents and teachers. The attitudes of students andteachers were examined to help educators betterunderstand how attitudes are likely to influenceperformance and participation by LEP students withinthe classroom.