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Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Date of Award

Spring 2010

Document Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Department of Learning, Technology and Leadership Education

Advisor(s)

Jane Thall

Diane Wilcox

Ruth Bosch

Abstract

The purpose of this study was to examine teacher attitudes towards and resistance to the implementation of the SIOP model in their classrooms at Thomas Harrison Middle School, Skyline Middle School, and Harrisonburg High School. Caused by the passing of the No Child Left Behind Act of 2001 which has required school administrators make changes in the curricula and implement a variety of teaching methods to meet student needs and help them to succeed in school. This paper reviews how language, signs, and symbols affect and influence how a person learns and acquires new knowledge. This study is analyzed through the lens of the changing demographic environment, the curriculum change, teacher attitudes toward curriculum change, teacher resistance to change, and Sheltered Instruction Observation Protocol (SIOP) model implementation. The central finding of this study reveals that time is one of the biggest barriers to implementation of the SIOP model.

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