東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

A mixed methods study: Pennsylvania ...

Hite, Kimberly Ann.

Linked to FindBook

Google Book

Amazon

博客來

A mixed methods study: Pennsylvania teacher attitudes, understandings, practices, and preparedness relative to Pennsylvania Common Core English language arts and English language learner literacy.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A mixed methods study: Pennsylvania teacher attitudes, understandings, practices, and preparedness relative to Pennsylvania Common Core English language arts and English language learner literacy./
Author:	Hite, Kimberly Ann.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	208 p.
Notes:	Source: Dissertations Abstracts International, Volume: 77-02, Section: A.
Contained By:	Dissertations Abstracts International77-02A.
Subject:	English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3710790
ISBN:	9781321868098

A mixed methods study: Pennsylvania teacher attitudes, understandings, practices, and preparedness relative to Pennsylvania Common Core English language arts and English language learner literacy.
Hite, Kimberly Ann.

A mixed methods study: Pennsylvania teacher attitudes, understandings, practices, and preparedness relative to Pennsylvania Common Core English language arts and English language learner literacy. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 208 p.

Source: Dissertations Abstracts International, Volume: 77-02, Section: A.

Thesis (Ph.D.)--Robert Morris University, 2015.

This item must not be added to any third party search indexes.

The paradigm shift to Common Core, known as PA Core in Pennsylvania, set requirements for not only English Language Arts (ELA), but for literacy across content areas in history, social studies, science, and technical subjects. The literacy standards are intended to complement the content standards, not replace them. Given that these literacy skills are expected to be applied across these content areas, there is a notion of shared responsibility for literacy development and literacy expertise from all teachers, requiring active participation of all students, which include English language learners. Assisting English language learners (ELLs) with adjustment to these shifts, presents pedagogical challenges for teachers, as they prepare and deliver instruction for ELLs. The purpose of this study was to examine Pennsylvania (PA) PreK-12 public school teacher attitudes, understandings, preparedness, and knowledge of instructional practices, relative to PA Common Core (PA Core) ELA ELL literacy. A mixed-methods approach was utilized by the researcher to collect data from one hundred PA PreK-12 public school teachers, using a vetted 34-item survey-questionnaire. In addition, the researcher conducted six ESL Specialist interviews. Survey results revealed that while teacher attitudes reflect agreement that PA Core ELA ELL multicultural literacy is important to them, they lack knowledge of strategies and instructional practices, preparedness, and training, relative to ELA ELL literacy. The findings of the survey supported data revealed in the ESL Specialist interviews. The interviews offered further clarification and more robust descriptive data about teacher instructional practices, preparation, attitudes, and policy, resulting in four emerging themes: Accountability, Alignment, Collaboration and Connections, and Equity and Fairness, mediated and influenced by social, cultural, political, human, and economic capital. Results from this study will better inform teaching practices, programs, and initiatives regarding pedagogy for ELLs.

ISBN: 9781321868098Subjects--Topical Terms:

3423938
English as a Second Language.

A mixed methods study: Pennsylvania teacher attitudes, understandings, practices, and preparedness relative to Pennsylvania Common Core English language arts and English language learner literacy.
LDR:03353nmm a2200361 4500 001 2208325
005 20191010070914.5
008 201008s2015 ||||||||||||||||| ||eng d
020 $a 9781321868098
035 $a (MiAaPQ)AAI3710790
035 $a AAI3710790
040 $a MiAaPQ $c MiAaPQ
100 1 $a Hite, Kimberly Ann. $3 3435357
245 1 0 $a A mixed methods study: Pennsylvania teacher attitudes, understandings, practices, and preparedness relative to Pennsylvania Common Core English language arts and English language learner literacy.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2015
300 $a 208 p.
500 $a Source: Dissertations Abstracts International, Volume: 77-02, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Semich, George W.
502 $a Thesis (Ph.D.)--Robert Morris University, 2015.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a The paradigm shift to Common Core, known as PA Core in Pennsylvania, set requirements for not only English Language Arts (ELA), but for literacy across content areas in history, social studies, science, and technical subjects. The literacy standards are intended to complement the content standards, not replace them. Given that these literacy skills are expected to be applied across these content areas, there is a notion of shared responsibility for literacy development and literacy expertise from all teachers, requiring active participation of all students, which include English language learners. Assisting English language learners (ELLs) with adjustment to these shifts, presents pedagogical challenges for teachers, as they prepare and deliver instruction for ELLs. The purpose of this study was to examine Pennsylvania (PA) PreK-12 public school teacher attitudes, understandings, preparedness, and knowledge of instructional practices, relative to PA Common Core (PA Core) ELA ELL literacy. A mixed-methods approach was utilized by the researcher to collect data from one hundred PA PreK-12 public school teachers, using a vetted 34-item survey-questionnaire. In addition, the researcher conducted six ESL Specialist interviews. Survey results revealed that while teacher attitudes reflect agreement that PA Core ELA ELL multicultural literacy is important to them, they lack knowledge of strategies and instructional practices, preparedness, and training, relative to ELA ELL literacy. The findings of the survey supported data revealed in the ESL Specialist interviews. The interviews offered further clarification and more robust descriptive data about teacher instructional practices, preparation, attitudes, and policy, resulting in four emerging themes: Accountability, Alignment, Collaboration and Connections, and Equity and Fairness, mediated and influenced by social, cultural, political, human, and economic capital. Results from this study will better inform teaching practices, programs, and initiatives regarding pedagogy for ELLs.
590 $a School code: 1447.
650 4 $a English as a Second Language. $3 3423938
650 4 $a School administration. $3 3172164
650 4 $a Teacher education. $3 3172312
650 4 $a Higher education. $3 641065
650 4 $a Education policy. $3 2191387
690 $a 0441
690 $a 0458
690 $a 0514
690 $a 0530
690 $a 0745
710 2 $a Robert Morris University. $3 1018462
773 0 $t Dissertations Abstracts International $g 77-02A.
790 $a 1447
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3710790