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

Making sense of exit exam policies: ...

Forrest, Scott N.

Linked to FindBook

Google Book

Amazon

博客來

Making sense of exit exam policies: A phenomenological study of English language development teachers.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Making sense of exit exam policies: A phenomenological study of English language development teachers./
Author:	Forrest, Scott N.
Description:	201 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 0145.
Contained By:	Dissertation Abstracts International72-01A.
Subject:	Education, Tests and Measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3427684
ISBN:	9781124322834

Making sense of exit exam policies: A phenomenological study of English language development teachers.
Forrest, Scott N.

Making sense of exit exam policies: A phenomenological study of English language development teachers. - 201 p.

Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 0145.

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

There is a lack of understanding regarding how sensemaking could be incorporated into a professional development program to improve teacher quality and student achievement. The lived experiences of high school English language development teachers as they interpret English language development and one state's high school exit exam instructional policies were explored in this phenomenological study. The conceptual framework that supported this study is based on the theory of sensemaking, the processes by which educators interpret and implement policies. The participants were English language development teachers of English learners who have not yet passed the exit exam. Data were collected through in-depth interviews and artifact collection. An analysis of participants' responses was conducted which lead to the disclosure of themes related to sensemaking. The findings of the study indicated teachers' interpretations and implementations of instructional policies are not in line with the intentions of the policies. Contributing to positive social change, this study provided a better understanding of teacher sensemaking and its potential to transform professional development, improve teacher quality, and increase student achievement. The study includes recommendations for professional development programs including developing standards-based outcomes, supervising policy implementation, defining roles and responsibilities, and building teacher capacity.

ISBN: 9781124322834Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

Making sense of exit exam policies: A phenomenological study of English language development teachers.
LDR:02519nam 2200325 4500 001 1399728
005 20110926095510.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124322834
035 $a (UMI)AAI3427684
035 $a AAI3427684
040 $a UMI $c UMI
100 1 $a Forrest, Scott N. $3 1678732
245 1 0 $a Making sense of exit exam policies: A phenomenological study of English language development teachers.
300 $a 201 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 0145.
500 $a Adviser: Marilyn Simon.
502 $a Thesis (Ed.D.)--Walden University, 2010.
520 $a There is a lack of understanding regarding how sensemaking could be incorporated into a professional development program to improve teacher quality and student achievement. The lived experiences of high school English language development teachers as they interpret English language development and one state's high school exit exam instructional policies were explored in this phenomenological study. The conceptual framework that supported this study is based on the theory of sensemaking, the processes by which educators interpret and implement policies. The participants were English language development teachers of English learners who have not yet passed the exit exam. Data were collected through in-depth interviews and artifact collection. An analysis of participants' responses was conducted which lead to the disclosure of themes related to sensemaking. The findings of the study indicated teachers' interpretations and implementations of instructional policies are not in line with the intentions of the policies. Contributing to positive social change, this study provided a better understanding of teacher sensemaking and its potential to transform professional development, improve teacher quality, and increase student achievement. The study includes recommendations for professional development programs including developing standards-based outcomes, supervising policy implementation, defining roles and responsibilities, and building teacher capacity.
590 $a School code: 0543.
650 4 $a Education, Tests and Measurements. $3 1017589
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Policy. $3 1669130
650 4 $a Education, Secondary. $3 539262
690 $a 0288
690 $a 0441
690 $a 0458
690 $a 0533
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 72-01A.
790 1 0 $a Simon, Marilyn, $e advisor
790 1 0 $a Strunk, Kimberly $e committee member
790 1 0 $a Rozendal, Mary $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=3427684