東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Elementary teacher attitudes toward ...

Wilken, Joshua C.

FindBook

Google Book

Amazon

博客來

Elementary teacher attitudes toward including English language learners in general education classrooms.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Elementary teacher attitudes toward including English language learners in general education classrooms./
作者:	Wilken, Joshua C.
面頁冊數:	106 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
標題:	Elementary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3687443
ISBN:	9781321649925

Elementary teacher attitudes toward including English language learners in general education classrooms.
Wilken, Joshua C.

Elementary teacher attitudes toward including English language learners in general education classrooms. - 106 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ed.D.)--The University of Nebraska - Lincoln, 2015.

Recently, the United States has seen an exponential growth in the number of English language learners (ELLs) in public schools. This development, coupled with the diverse needs that such learners bring to the school environment, presents a challenge for classroom teachers. With the predominance of pull-out ELL programs in US schools, ELL students spend the majority of their day in the general education classroom with teachers who may have little or no training in working with language-minority students. The purpose of this study was to examine elementary school teachers' attitudes toward including English language learners in general education classrooms. The research design included a 38-item survey administered to 35 elementary teachers in two different school buildings to measure teacher attitudes toward ELL inclusion.

ISBN: 9781321649925Subjects--Topical Terms:

641385
Elementary education.

Elementary teacher attitudes toward including English language learners in general education classrooms.
LDR:02633nmm a2200301 4500 001 2078875
005 20161122123352.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321649925
035 $a (MiAaPQ)AAI3687443
035 $a AAI3687443
040 $a MiAaPQ $c MiAaPQ
100 1 $a Wilken, Joshua C. $3 3194509
245 1 0 $a Elementary teacher attitudes toward including English language learners in general education classrooms.
300 $a 106 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
500 $a Adviser: Jody Isernhagen.
502 $a Thesis (Ed.D.)--The University of Nebraska - Lincoln, 2015.
520 $a Recently, the United States has seen an exponential growth in the number of English language learners (ELLs) in public schools. This development, coupled with the diverse needs that such learners bring to the school environment, presents a challenge for classroom teachers. With the predominance of pull-out ELL programs in US schools, ELL students spend the majority of their day in the general education classroom with teachers who may have little or no training in working with language-minority students. The purpose of this study was to examine elementary school teachers' attitudes toward including English language learners in general education classrooms. The research design included a 38-item survey administered to 35 elementary teachers in two different school buildings to measure teacher attitudes toward ELL inclusion.
520 $a While teachers' general attitudes toward including ELLs in the elementary classroom were positive, this study revealed teachers' frustrations with lack of training and time to effectively meet the needs of English language learners in the classroom. In addition, findings showed negative attitudes toward native language use in school, most specifically related to providing students with native language materials. Finally, survey participants indicated a positive attitude toward ELL classroom inclusion as a multicultural experience for English-proficient students. However, many respondents also revealed a belief that ELL students require more work than other students, and that such inclusion requires more of the teachers' time.
520 $a Implications of teachers' attitudes of ELL inclusion and recommendations for program development conclude this study.
590 $a School code: 0138.
650 4 $a Elementary education. $3 641385
650 4 $a English as a second language. $3 516208
690 $a 0524
690 $a 0441
710 2 $a The University of Nebraska - Lincoln. $b Educational Administration. $3 1022789
773 0 $t Dissertation Abstracts International $g 76-08A(E).
790 $a 0138
791 $a Ed.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3687443