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The impact of teachers recruited fro...
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Whipple, Robert Todd.
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The impact of teachers recruited from the Philippines on student learning in urban California classrooms.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
The impact of teachers recruited from the Philippines on student learning in urban California classrooms./
作者:
Whipple, Robert Todd.
面頁冊數:
147 p.
附註:
Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4324.
Contained By:
Dissertation Abstracts International64-12A.
標題:
Education, Bilingual and Multicultural. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3116799
The impact of teachers recruited from the Philippines on student learning in urban California classrooms.
Whipple, Robert Todd.
The impact of teachers recruited from the Philippines on student learning in urban California classrooms.
- 147 p.
Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4324.
Thesis (Ed.D.)--University of Southern California, 2003.
Urban school districts in California have challenges recruiting teachers for students with the greatest needs. A few urban California districts experimented with recruiting teachers from other countries. Fifty-seven Filipino teachers recruited by one urban California school district in 2001 was the unit of analysis. The purpose of this study was to measure the impact Philippine-Recruited Teachers (PRT) had on student learning. A literature review revealed little research about the impact foreign-recruited teachers have on student learning and no research about the process of recruiting or the teaching efficacy of PRT.Subjects--Topical Terms:
626653
Education, Bilingual and Multicultural.
The impact of teachers recruited from the Philippines on student learning in urban California classrooms.
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Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4324.
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Urban school districts in California have challenges recruiting teachers for students with the greatest needs. A few urban California districts experimented with recruiting teachers from other countries. Fifty-seven Filipino teachers recruited by one urban California school district in 2001 was the unit of analysis. The purpose of this study was to measure the impact Philippine-Recruited Teachers (PRT) had on student learning. A literature review revealed little research about the impact foreign-recruited teachers have on student learning and no research about the process of recruiting or the teaching efficacy of PRT.
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This study used a mixed-method approach which included a qualitative exploration of the process used to recruit teachers in the Philippines and the effect they had on student learning. The research was conducted using an interview guide approach. All interviews were recorded and transcribed for accuracy. The qualitative data was supported by a quantitative teacher efficacy scale to infer the relationship between teachers recruited from the Philippines and student learning. The study found that highly qualified teachers from the Philippines were recruited into an urban California school district, retention rates were comparable to California-Recruited District Interns (CRDI), and that principals had generally pleasant experiences with the imported teachers.
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The quantitative data collected using the Ohio State Teachers' Efficacy Scale (OSTES) were analyzed using the SPSS for reliability, the t-test for independent means, and a one-way analysis of variance. Participants in the study were fifty-seven PRT and forty-two CRDI recruited during the 2001–2002 school year. The quantitative study found that PRT had a significantly higher sense of efficacy in student engagement, instructional strategies, and classroom management than CRDI.
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Teachers in the study were assumed to have honestly answered the questions on the OSTES and have a sense of efficacy that was representative of a larger population of PRT and CRDI. The study was limited owing to the small groups of teachers selected from a single urban California school district during the 2001–2002 school year. The findings may not infer the impact teachers recruited from other countries, by other school districts, or during other school years would have on student learning.
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