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

First grade teachers' perceptions of...

Couch, Marsha.

FindBook

Google Book

Amazon

博客來

First grade teachers' perceptions of and expectations for ELL students.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	First grade teachers' perceptions of and expectations for ELL students./
作者:	Couch, Marsha.
面頁冊數:	184 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-03, Section: A, page: 0838.
Contained By:	Dissertation Abstracts International71-03A.
標題:	Education, English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3396309
ISBN:	9781109639032

First grade teachers' perceptions of and expectations for ELL students.
Couch, Marsha.

First grade teachers' perceptions of and expectations for ELL students. - 184 p.

Source: Dissertation Abstracts International, Volume: 71-03, Section: A, page: 0838.

Thesis (Ed.D.)--Walden University, 2010.

Educational disparities exist between English language learners (ELLs) and native English-speaking students. Evidence suggests that, by fourth grade, 35% of ELLs, compared to their native English-speaking peers, are behind in math, and 47% are behind in reading. There is also evidence to suggest that these lower achievement scores are impacted by teachers' perceptions of and expectations for ELL students. Guided by the theories of interpersonal expectancy and self-fulfilling prophecy, this study examined first grade teachers' perceptions of and expectations for their ELL students in a small southern U.S. town. Using a case study approach, data were collected through interviews, observations, and a qualitative questionnaire. Data were analyzed by comparing and contrasting emergent themes, with similar themes being combined as a method of data reduction. Findings from this study indicated that the teachers did not see their ELL students as inferior to their native English-speaking peers. Students were viewed as similarly capable as any other student in the classroom and are expected to reach the same level of achievement as their native English-speaking peers. Teachers generally expressed the need for more training to address ELL learning styles and communicate more effectively with parents. Teachers, administrators, and parents would be interested in the findings of this study, and this study may motivate teachers and administrators to consider how their perceptions of and expectations for ELL students are linked to effective and equitable curriculum and instruction for these students. The implication for social change is that examining equitable instruction of ELL students will enhance these students' chances to compete for good jobs and be productive citizens of the local community.

ISBN: 9781109639032Subjects--Topical Terms:

1030294
Education, English as a Second Language.

First grade teachers' perceptions of and expectations for ELL students.
LDR:02751nam 2200289 4500 001 1399705
005 20110926095502.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781109639032
035 $a (UMI)AAI3396309
035 $a AAI3396309
040 $a UMI $c UMI
100 1 $a Couch, Marsha. $3 1678706
245 1 0 $a First grade teachers' perceptions of and expectations for ELL students.
300 $a 184 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-03, Section: A, page: 0838.
500 $a Adviser: Lillian V. Castaneda.
502 $a Thesis (Ed.D.)--Walden University, 2010.
520 $a Educational disparities exist between English language learners (ELLs) and native English-speaking students. Evidence suggests that, by fourth grade, 35% of ELLs, compared to their native English-speaking peers, are behind in math, and 47% are behind in reading. There is also evidence to suggest that these lower achievement scores are impacted by teachers' perceptions of and expectations for ELL students. Guided by the theories of interpersonal expectancy and self-fulfilling prophecy, this study examined first grade teachers' perceptions of and expectations for their ELL students in a small southern U.S. town. Using a case study approach, data were collected through interviews, observations, and a qualitative questionnaire. Data were analyzed by comparing and contrasting emergent themes, with similar themes being combined as a method of data reduction. Findings from this study indicated that the teachers did not see their ELL students as inferior to their native English-speaking peers. Students were viewed as similarly capable as any other student in the classroom and are expected to reach the same level of achievement as their native English-speaking peers. Teachers generally expressed the need for more training to address ELL learning styles and communicate more effectively with parents. Teachers, administrators, and parents would be interested in the findings of this study, and this study may motivate teachers and administrators to consider how their perceptions of and expectations for ELL students are linked to effective and equitable curriculum and instruction for these students. The implication for social change is that examining equitable instruction of ELL students will enhance these students' chances to compete for good jobs and be productive citizens of the local community.
590 $a School code: 0543.
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Teacher Training. $3 783747
690 $a 0441
690 $a 0530
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 71-03A.
790 1 0 $a Castaneda, Lillian V., $e advisor
790 1 0 $a Hung, Li-Ching $e committee member
790 $a 0543
791 $a Ed.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3396309