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Teacher perceptions of mobility amon...

Ryan, Margaret S.

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Teacher perceptions of mobility among English language learners in full day kindergarten: A case study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher perceptions of mobility among English language learners in full day kindergarten: A case study./
作者:	Ryan, Margaret S.
面頁冊數:	173 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	Elementary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3703918
ISBN:	9781321760293

Teacher perceptions of mobility among English language learners in full day kindergarten: A case study.
Ryan, Margaret S.

Teacher perceptions of mobility among English language learners in full day kindergarten: A case study. - 173 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ed.D.)--Northeastern University, 2015.

The population of English Language Learners (ELL) in schools is quickly rising and student mobility among them is an issue for educators. Kindergarten provides students with a strong foundation essential for success in later grades. The purpose of this case study is to determine teacher perceptions of student progress among mobile English Language Learners in two cohorts of kindergarten students in an urban, public school district in Massachusetts in 2011-12 and 2012-13.

ISBN: 9781321760293Subjects--Topical Terms:

641385
Elementary education.

Teacher perceptions of mobility among English language learners in full day kindergarten: A case study.
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100 1 $a Ryan, Margaret S. $3 3181136
245 1 0 $a Teacher perceptions of mobility among English language learners in full day kindergarten: A case study.
300 $a 173 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Margaret Dougherty.
502 $a Thesis (Ed.D.)--Northeastern University, 2015.
520 $a The population of English Language Learners (ELL) in schools is quickly rising and student mobility among them is an issue for educators. Kindergarten provides students with a strong foundation essential for success in later grades. The purpose of this case study is to determine teacher perceptions of student progress among mobile English Language Learners in two cohorts of kindergarten students in an urban, public school district in Massachusetts in 2011-12 and 2012-13.
520 $a The baseline data used in this case study is provided by the World-Class Instructional and Design-ACCESS Placement Test (W-APT) and measures it against student performance on the benchmark assessment: the Dynamic Indicator of Basic Early Literacy Skills (DIBELS) and the state assessment for ELLs; the Massachusetts English Proficiency Assessment (MEPA), the Massachusetts English Language Assessment -Oral (MELA-O) and the new assessment introduced in 2013- Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS). Attendance and enrollment data was also used to provide information on mobility among English Language Learners.
520 $a The participants (teachers) in the study were given student data before being interviewed about their perceptions of progress of mobile ELLs in their kindergarten classes. The information gathered from the interviews was coded and presented to the interviewees in a focus group for further clarification. The results of this study will expand the field of research on the efficacy of kindergarten programs for ELLs, particularly mobile ELLs and provide information to guide educational decisions on how to support mobile ELLs at the school, district, and state levels.
520 $a Keywords: English Language Learners; full day kindergarten; student achievement; language acquisition; student mobility; transience and chronic absenteeism.
590 $a School code: 0160.
650 4 $a Elementary education. $3 641385
650 4 $a English as a second language. $3 516208
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