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

FindBook

Google Book

Amazon

博客來

English Language Learner Teachers' Perspectives of Professional Development and Their Implementation of Instructional Practices.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	English Language Learner Teachers' Perspectives of Professional Development and Their Implementation of Instructional Practices./
作者:	Scales-Judkowitz, Cara Nicole.
面頁冊數:	1 online resource (151 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
Contained By:	Dissertations Abstracts International84-03A.
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29326704click for full text (PQDT)
ISBN:	9798841750413

English Language Learner Teachers' Perspectives of Professional Development and Their Implementation of Instructional Practices.
Scales-Judkowitz, Cara Nicole.

English Language Learner Teachers' Perspectives of Professional Development and Their Implementation of Instructional Practices. - 1 online resource (151 pages)

Source: Dissertations Abstracts International, Volume: 84-03, Section: A.

Thesis (Ed.D.)--Walden University, 2022.

Includes bibliographical references

An increasing number of U.S. teachers of English Language Learners (ELL) across the nation are not receiving adequate in-service training to provide instruction within students' zone of proximal development (ZPD). Vygotsky's ZPD is the difference between what a person can achieve when acting alone and what the same person can achieve when acting with support from someone else. ELL instructional practices should be implemented in ELL students' ZPD to ensure adequate academic performance. A lack of training is a local problem for a school district in the state of Florida. The purpose of this basic qualitative study was to explore the perspectives of ELL teachers regarding the professional development trainings they received to teach ELL students within their ZPD. The two research questions focused on: (a) how elementary teachers implement instructional practices and resources to teach ELL students within their ZPD and (b) what their perspectives are of the professional development they were provided to teach ELL students. A purposeful sample of eight teachers of ELL students in the first through fifth grades participated in individual interview sessions. Using thematic analysis, data were analyzed using open coding and axial coding. The findings revealed participants' concerns regarding their knowledge and preparation, as well as the professional development they were offered for teaching the ELL students. An in-service training project was created to provide teachers of ELL students with more information regarding strategies, accommodations, and instructional implementation. This study may contribute to positive social change by highlighting areas of concern for further research. Providing in-service training may equip teachers with the skills and knowledge that they need to teach ELL students within their ZPD, which may result in better educational outcomes.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798841750413Subjects--Topical Terms:

516208
English as a second language.
Subjects--Index Terms:

ELLIndex Terms--Genre/Form:

542853
Electronic books.

English Language Learner Teachers' Perspectives of Professional Development and Their Implementation of Instructional Practices.
LDR:03327nmm a2200397K 4500 001 2359680
005 20230917194933.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798841750413
035 $a (MiAaPQ)AAI29326704
035 $a AAI29326704
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Scales-Judkowitz, Cara Nicole. $3 3700298
245 1 0 $a English Language Learner Teachers' Perspectives of Professional Development and Their Implementation of Instructional Practices.
264 0 $c 2022
300 $a 1 online resource (151 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
500 $a Advisor: Aguilar, Sunddip.
502 $a Thesis (Ed.D.)--Walden University, 2022.
504 $a Includes bibliographical references
520 $a An increasing number of U.S. teachers of English Language Learners (ELL) across the nation are not receiving adequate in-service training to provide instruction within students' zone of proximal development (ZPD). Vygotsky's ZPD is the difference between what a person can achieve when acting alone and what the same person can achieve when acting with support from someone else. ELL instructional practices should be implemented in ELL students' ZPD to ensure adequate academic performance. A lack of training is a local problem for a school district in the state of Florida. The purpose of this basic qualitative study was to explore the perspectives of ELL teachers regarding the professional development trainings they received to teach ELL students within their ZPD. The two research questions focused on: (a) how elementary teachers implement instructional practices and resources to teach ELL students within their ZPD and (b) what their perspectives are of the professional development they were provided to teach ELL students. A purposeful sample of eight teachers of ELL students in the first through fifth grades participated in individual interview sessions. Using thematic analysis, data were analyzed using open coding and axial coding. The findings revealed participants' concerns regarding their knowledge and preparation, as well as the professional development they were offered for teaching the ELL students. An in-service training project was created to provide teachers of ELL students with more information regarding strategies, accommodations, and instructional implementation. This study may contribute to positive social change by highlighting areas of concern for further research. Providing in-service training may equip teachers with the skills and knowledge that they need to teach ELL students within their ZPD, which may result in better educational outcomes.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a English as a second language. $3 516208
650 4 $a Teacher education. $3 3172312
653 $a ELL
653 $a English language learner
653 $a Instruction
653 $a Professional development
653 $a Vygotsky
653 $a Zone of proximal development
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0441
690 $a 0530
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertations Abstracts International $g 84-03A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29326704 $z click for full text (PQDT)