This research study explores educators' (teachers, principals, and district administrators) perceptions of support structures and barriers that impact teachers' implementation of effective research-based classroom practices for English language learners. This phenomenological study was conducted using individual interviews from three participant groups to gain further insight into these areas. The researcher conducted individual interviews with 15 teachers, 5 principals, and 3 district administrators (N = 23). Teachers (n = 15) also completed the Kilpatrick Cantril Self-Anchoring Scale to provide detailed information of their perceived levels of implementation of effective practices prior to their CLAD training, following their CLAD training, and at the level they believed they would achieve in the next 5 years. Findings from this study identified 6 emergent themes that were perceived by educators to function as support structures or barriers to teachers' implementation of effective research-based practices. These included: (a) leadership, (b) beliefs/expectations (c) knowledge, (d) connectedness, (e) resources, and (f) flexibility. A critical synthesis statement was provided to illustrate the universal experience identified by the participants in this study. These themes were identified based on analysis of the interview transcripts and the teachers' responses on the Kilpatrick Cantril Self-Anchoring Scale. Although all of the themes appeared to be interdependent, leadership was considered foundational by all participants in this study. When a supportive infrastructure was created by the site administrator, the other 5 themes appeared to be positively impacted. Teachers in the study reported that the CLAD training provided a basis for their understanding of effective practices; however, the CLAD certificate was not sufficient training and ongoing professional development to support them with implementation of effective research-based practices was necessary. Findings from this study provide insight into the support structures and barriers that may support or hinder implementation of effective research-based practices. Recommendations for practice and for future research are presented.Maggiea#39;s ability to reflect on her success with an ELL student increased her confidence and sense of self-efficacy as a teacher. ... because therea#39;s so much we have to cover, and therea#39;s no time to slow down because we have this pacing guide.
|Title||:||Teachers' Perceived Barriers and Support Structures to Implementation of Effective Research-based Classroom Practices for English Language Learners|
|Publisher||:||ProQuest - 2008|