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

A Case Study of a First-Grade Teache...

Frederick, Amy Rae.

Linked to FindBook

Google Book

Amazon

博客來

A Case Study of a First-Grade Teacher Team Collaboratively Planning Literacy Instruction for English Learners.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A Case Study of a First-Grade Teacher Team Collaboratively Planning Literacy Instruction for English Learners./
Author:	Frederick, Amy Rae.
Description:	173 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
Subject:	Education, English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3589024
ISBN:	9781303274916

A Case Study of a First-Grade Teacher Team Collaboratively Planning Literacy Instruction for English Learners.
Frederick, Amy Rae.

A Case Study of a First-Grade Teacher Team Collaboratively Planning Literacy Instruction for English Learners. - 173 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (Ph.D.)--University of Minnesota, 2013.

Teachers, researchers and policy-makers in the areas of literacy and language development have recently touted teacher collaboration as an innovative approach to better serving elementary English learners. Collaborative planning and instructional approaches are becoming widespread in educational practice. And though research seems promising in terms of benefits for teachers and students, there is scant information about the collaborative meaning-making practices of teacher teams and the instructional decisions that result. In the current study I explore the practices and perceptions of one first-grade team as they collaborate to plan instruction for their English-learning students. My study is situated within a sociocultural framework (Vygotsky, 1978; Johnson, 2009) and uses case study methodology to provide an in-depth exploration of the actions and perceptions of teachers within a unique context (Merriam, 2009). I highlight three major findings: the team's planning practices were significantly influenced by multi-layered policies in both supportive and restrictive ways; the team's collaborative planning promoted practices that may improve the teachers' understandings of English learners and support improved classroom practice; and the participants, though dissatisfied with aspects of their collaborative practices, felt that overall they were better teachers because of them. Findings from this project add to the fields of professional development and literacy instruction for English learners by identifying the influences and tensions embedded in the teachers' work and exposing the everyday negotiations of complicated issues that teachers undertake.

ISBN: 9781303274916Subjects--Topical Terms:

1030294
Education, English as a Second Language.

A Case Study of a First-Grade Teacher Team Collaboratively Planning Literacy Instruction for English Learners.
LDR:02583nam a2200277 4500 001 1962825
005 20140819100653.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303274916
035 $a (MiAaPQ)AAI3589024
035 $a AAI3589024
040 $a MiAaPQ $c MiAaPQ
100 1 $a Frederick, Amy Rae. $3 2098948
245 1 2 $a A Case Study of a First-Grade Teacher Team Collaboratively Planning Literacy Instruction for English Learners.
300 $a 173 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
500 $a Adviser: Lori A. Helman.
502 $a Thesis (Ph.D.)--University of Minnesota, 2013.
520 $a Teachers, researchers and policy-makers in the areas of literacy and language development have recently touted teacher collaboration as an innovative approach to better serving elementary English learners. Collaborative planning and instructional approaches are becoming widespread in educational practice. And though research seems promising in terms of benefits for teachers and students, there is scant information about the collaborative meaning-making practices of teacher teams and the instructional decisions that result. In the current study I explore the practices and perceptions of one first-grade team as they collaborate to plan instruction for their English-learning students. My study is situated within a sociocultural framework (Vygotsky, 1978; Johnson, 2009) and uses case study methodology to provide an in-depth exploration of the actions and perceptions of teachers within a unique context (Merriam, 2009). I highlight three major findings: the team's planning practices were significantly influenced by multi-layered policies in both supportive and restrictive ways; the team's collaborative planning promoted practices that may improve the teachers' understandings of English learners and support improved classroom practice; and the participants, though dissatisfied with aspects of their collaborative practices, felt that overall they were better teachers because of them. Findings from this project add to the fields of professional development and literacy instruction for English learners by identifying the influences and tensions embedded in the teachers' work and exposing the everyday negotiations of complicated issues that teachers undertake.
590 $a School code: 0130.
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Elementary. $3 516171
690 $a 0441
690 $a 0524
710 2 $a University of Minnesota. $b Education, Curriculum and Instruction. $3 1024107
773 0 $t Dissertation Abstracts International $g 74-11A(E).
790 $a 0130
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3589024