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Instructional Coaching in Higher Edu...

Thibault, Malissa.

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Instructional Coaching in Higher Education: Partnering to Infuse ELL Instructional Practices into Social Studies Courses.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Instructional Coaching in Higher Education: Partnering to Infuse ELL Instructional Practices into Social Studies Courses./
作者:	Thibault, Malissa.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	125 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Contained By:	Dissertation Abstracts International78-09A(E).
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10268386
ISBN:	9781369732009

Instructional Coaching in Higher Education: Partnering to Infuse ELL Instructional Practices into Social Studies Courses.
Thibault, Malissa.

Instructional Coaching in Higher Education: Partnering to Infuse ELL Instructional Practices into Social Studies Courses. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 125 p.

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ed.D.)--Arizona State University, 2017.

As evidenced in the growing achievement gap between English language learners (ELLs) and their non-ELL counterparts, it is clear future teachers need to be better prepared to work with ELLs. This study examined the influence of infusing ELL strategies into methods courses through instructional coaching. This study was inspired by the larger iTeachELLs project at Mary Lou Fulton Teachers College at Arizona State University.

ISBN: 9781369732009Subjects--Topical Terms:

641065
Higher education.

Instructional Coaching in Higher Education: Partnering to Infuse ELL Instructional Practices into Social Studies Courses.
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500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
500 $a Adviser: Ray R. Buss.
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520 $a As evidenced in the growing achievement gap between English language learners (ELLs) and their non-ELL counterparts, it is clear future teachers need to be better prepared to work with ELLs. This study examined the influence of infusing ELL strategies into methods courses through instructional coaching. This study was inspired by the larger iTeachELLs project at Mary Lou Fulton Teachers College at Arizona State University.
520 $a This action research project drew upon Vygotsky's (1978) sociocultural theory and Bandura's (1977) social cognitive theory. Specifically, the study was built on Vygotsky's socially shared activities and Bandura's concepts of modeling and providing opportunities to individuals to practice and attain mastery experiences. Knight et al.'s (2015) impact cycle of coaching served as the framework for the intervention in this study. This perspective was grounded in socially shared activities that included a clear model of the new learning and opportunities for instructors to practice implementing the new learning.
520 $a University instructors and teacher candidates participated in the study. A mixed method approach was used to gather data from instructors and teacher candidates. Quantitative data came from a survey that assessed three constructs: (a) knowledge, (b) use, and (c) self-efficacy of Stanford's (2013) six principles for ELL instruction. Qualitative data were gathered in several ways. Instructor interviews focused on the coaching experiences, whereas teacher candidate interviews focused on knowledge and use of ELL principles. Additional qualitative data included reflective conversations with instructors and course assignments from teacher candidates.
520 $a Results suggested instructors gained in their knowledge, use, and self-efficacy of the six principles for ELL instruction, which they taught to their teacher candidate charges. As a result, teacher candidates increased their knowledge, use, and self-efficacy of the ELL principles. The interview data for teacher candidates was consistent with the survey data.
520 $a Results from this study highlighted the potential of coaching in higher education as a powerful approach to deliver professional development. Further, results suggested that infusing ELL instructional practices into content methods courses appeared to be a viable method to better prepare teacher candidates to work with ELL students.
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