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

Taking it to Heart: A Case Study of ...

Oliver, Gretchen P.

FindBook

Google Book

Amazon

博客來

Taking it to Heart: A Case Study of Supporting English Language Learners through Culturally Responsive Teaching, Collaboration, and ESOL-Focused Leadership.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Taking it to Heart: A Case Study of Supporting English Language Learners through Culturally Responsive Teaching, Collaboration, and ESOL-Focused Leadership./
作者:	Oliver, Gretchen P.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	176 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10274577
ISBN:	9781369775938

Taking it to Heart: A Case Study of Supporting English Language Learners through Culturally Responsive Teaching, Collaboration, and ESOL-Focused Leadership.
Oliver, Gretchen P.

Taking it to Heart: A Case Study of Supporting English Language Learners through Culturally Responsive Teaching, Collaboration, and ESOL-Focused Leadership. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 176 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)--State University of New York at Albany, 2017.

A continued increase in the number of English language learners (ELLs) in U.S. schools has made educators consider the ways they approach teaching and learning for these students. Culturally responsive teaching is one way many educators have attempted to meet ELLs' unique needs, valuing the cultural and linguistic diversity that they bring to school with them. Moreover, through collaboration and ESOL-focused leadership, educators are able to take a system-approach to teaching and learning for these students, and in doing so, they are able to provide ELLs with meaningful and authentic learning experiences that will allow them to be inclusive members of the school community and prepare them for full participation in U.S. society. Through this single case study, I show how educators in one suburban high school have employed these three elements, and how they have worked to close the opportunity and achievement gaps in science. The findings from this study suggest that culturally responsive teaching and the collaborative nature of the instructional environment at this high school have had a positive influence on teaching and learning for ELLs as they learn science content and academic English. They also suggest that the leadership practices among the school district's administrators do in fact have an ESOL focus to them, and these sustained practices create a system of support for teachers of ELLs and ELLs directly. Furthermore, this system of support has also contributed to creating conditions for ELLs to succeed and become inclusive members of the school community. Finally, through this study, I found that there is more to a system than mere structural interactions; it is the humans involved who give the system life and make it unique.

ISBN: 9781369775938Subjects--Topical Terms:

516208
English as a second language.

Taking it to Heart: A Case Study of Supporting English Language Learners through Culturally Responsive Teaching, Collaboration, and ESOL-Focused Leadership.
LDR:02791nmm a2200301 4500 001 2123870
005 20171010112653.5
008 180830s2017 ||||||||||||||||| ||eng d
020 $a 9781369775938
035 $a (MiAaPQ)AAI10274577
035 $a AAI10274577
040 $a MiAaPQ $c MiAaPQ
100 1 $a Oliver, Gretchen P. $3 3285819
245 1 0 $a Taking it to Heart: A Case Study of Supporting English Language Learners through Culturally Responsive Teaching, Collaboration, and ESOL-Focused Leadership.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 176 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Carol R. Rodgers.
502 $a Thesis (Ph.D.)--State University of New York at Albany, 2017.
520 $a A continued increase in the number of English language learners (ELLs) in U.S. schools has made educators consider the ways they approach teaching and learning for these students. Culturally responsive teaching is one way many educators have attempted to meet ELLs' unique needs, valuing the cultural and linguistic diversity that they bring to school with them. Moreover, through collaboration and ESOL-focused leadership, educators are able to take a system-approach to teaching and learning for these students, and in doing so, they are able to provide ELLs with meaningful and authentic learning experiences that will allow them to be inclusive members of the school community and prepare them for full participation in U.S. society. Through this single case study, I show how educators in one suburban high school have employed these three elements, and how they have worked to close the opportunity and achievement gaps in science. The findings from this study suggest that culturally responsive teaching and the collaborative nature of the instructional environment at this high school have had a positive influence on teaching and learning for ELLs as they learn science content and academic English. They also suggest that the leadership practices among the school district's administrators do in fact have an ESOL focus to them, and these sustained practices create a system of support for teachers of ELLs and ELLs directly. Furthermore, this system of support has also contributed to creating conditions for ELLs to succeed and become inclusive members of the school community. Finally, through this study, I found that there is more to a system than mere structural interactions; it is the humans involved who give the system life and make it unique.
590 $a School code: 0668.
650 4 $a English as a second language. $3 516208
650 4 $a Multicultural Education. $3 2122919
650 4 $a Pedagogy. $3 2122828
690 $a 0441
690 $a 0455
690 $a 0456
710 2 $a State University of New York at Albany. $b Education Theory and Practice. $3 3186941
773 0 $t Dissertation Abstracts International $g 78-10A(E).
790 $a 0668
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10274577