The campfire effect: A preliminary analysis of preservice teachers’ beliefs about teaching english language learners after state-mandated endorsement courses

Kate Olson, Margarita Jimenez-Silva

Research output: Contribution to journalArticle

14 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)246-260
Number of pages15
JournalJournal of Research in Childhood Education
Volume22
Issue number3
DOIs
StatePublished - Mar 2008

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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