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

Middle School Mathematics Teachers' ...

Murray, Vicki.

Linked to FindBook

Google Book

Amazon

博客來

Middle School Mathematics Teachers' Perceptions of Differentiated Instruction for English Language Learners.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Middle School Mathematics Teachers' Perceptions of Differentiated Instruction for English Language Learners./
Author:	Murray, Vicki.
Description:	242 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
Contained By:	Dissertation Abstracts International75-02A(E).
Subject:	Education, Teacher Training. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3601717
ISBN:	9781303533181

Middle School Mathematics Teachers' Perceptions of Differentiated Instruction for English Language Learners.
Murray, Vicki.

Middle School Mathematics Teachers' Perceptions of Differentiated Instruction for English Language Learners. - 242 p.

Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.

Thesis (Ed.D.)--Walden University, 2013.

English language learner (ELL) mathematics students at a California middle school did not meet Adequate Yearly Progress (AYP) toward state standards in 2010. The purpose of this project study was to examine 6th and 7th grade mathematics teachers' perceptions regarding differentiated instruction for ELL students' specific academic needs and to reveal how these perceptions affected ELL students learning in mainstream classrooms. Hord's professional learning community (PLC) model grounded the conceptual framework for this study with a culture of continuous, shared inquiry based on collegial trust. The research question investigated teachers' perceptions regarding how PLC teachers are able to differentiate instruction for ELL students in mathematics classrooms. A case study design included transcripts from semistructured interviews, member checking, and PLC minutes. A purposeful, unique convenience sampling technique was used to recruit 4 mathematics teachers from both the 6th and 7th grade PLCs for a total of 8 interviews. The interview data were analyzed using descriptive coding and organized into categories. Themes emerged around teacher capacity, academic vocabulary, instructional challenges, PLC support, and outcomes. The findings revealed a need for a systematic method of providing professional development of differentiated instructional strategies. Implications for positive social change through this study may provide educators, administrators, and other researchers with instructional strategies that will improve ELL students' academic achievement, which is a positive outcome that also benefits the community.

ISBN: 9781303533181Subjects--Topical Terms:

783747
Education, Teacher Training.

Middle School Mathematics Teachers' Perceptions of Differentiated Instruction for English Language Learners.
LDR:02557nam a2200289 4500 001 1959716
005 20140520124458.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303533181
035 $a (MiAaPQ)AAI3601717
035 $a AAI3601717
040 $a MiAaPQ $c MiAaPQ
100 1 $a Murray, Vicki. $3 2095219
245 1 0 $a Middle School Mathematics Teachers' Perceptions of Differentiated Instruction for English Language Learners.
300 $a 242 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
500 $a Adviser: Jerita Whaley.
502 $a Thesis (Ed.D.)--Walden University, 2013.
520 $a English language learner (ELL) mathematics students at a California middle school did not meet Adequate Yearly Progress (AYP) toward state standards in 2010. The purpose of this project study was to examine 6th and 7th grade mathematics teachers' perceptions regarding differentiated instruction for ELL students' specific academic needs and to reveal how these perceptions affected ELL students learning in mainstream classrooms. Hord's professional learning community (PLC) model grounded the conceptual framework for this study with a culture of continuous, shared inquiry based on collegial trust. The research question investigated teachers' perceptions regarding how PLC teachers are able to differentiate instruction for ELL students in mathematics classrooms. A case study design included transcripts from semistructured interviews, member checking, and PLC minutes. A purposeful, unique convenience sampling technique was used to recruit 4 mathematics teachers from both the 6th and 7th grade PLCs for a total of 8 interviews. The interview data were analyzed using descriptive coding and organized into categories. Themes emerged around teacher capacity, academic vocabulary, instructional challenges, PLC support, and outcomes. The findings revealed a need for a systematic method of providing professional development of differentiated instructional strategies. Implications for positive social change through this study may provide educators, administrators, and other researchers with instructional strategies that will improve ELL students' academic achievement, which is a positive outcome that also benefits the community.
590 $a School code: 0543.
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Middle School. $3 1030813
650 4 $a Education, English as a Second Language. $3 1030294
690 $a 0530
690 $a 0450
690 $a 0441
710 2 $a Walden University. $b Teacher Leadership. $3 2095220
773 0 $t Dissertation Abstracts International $g 75-02A(E).
790 $a 0543
791 $a Ed.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3601717