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Teacher Perceptions of Instructional...

Evans, Elizabeth Danielle.

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Teacher Perceptions of Instructional Practices for Long-Term English Learners.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teacher Perceptions of Instructional Practices for Long-Term English Learners./
Author:	Evans, Elizabeth Danielle.
Description:	107 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
Contained By:	Dissertation Abstracts International74-09A(E).
Subject:	Education, English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3563848
ISBN:	9781303123573

Teacher Perceptions of Instructional Practices for Long-Term English Learners.
Evans, Elizabeth Danielle.

Teacher Perceptions of Instructional Practices for Long-Term English Learners. - 107 p.

Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.

Thesis (Ed.D.)--University of Southern California, 2013.

This dissertation is a case study, which allowed the researcher to explore a program in-depth in order to understand teacher perceptions of instructional practices for Long-Term English Learners. The purpose of this qualitative study was to identify teacher perceptions of cross-content and grade-level instructional practices that facilitate the ability of Long-Term English Learners to access language, increase comprehension, and build vocabulary. This case study measured effectiveness as the degree to which teacher-reported perceptions of implementation matched consistent use of research-based strategies. The study focused on teacher perceptions of instruction in fourth through eighth grade that targeted English Learners at the intermediate level based on CELDT scores. Teachers participated in focus groups, a survey, and interviews. The researcher then compared perceived grade-level practices to the design in order to measure the degree to which implementation matches research-based practices. Findings from this study indicated that teacher perception is consistent with research-based practices across grade levels. This study begins to expose the perceptions of teachers in regards to instructional practices for Long-Term English Learners, and contributes to work examining instructional practices for language-minority students.

ISBN: 9781303123573Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Teacher Perceptions of Instructional Practices for Long-Term English Learners.
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245 1 0 $a Teacher Perceptions of Instructional Practices for Long-Term English Learners.
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500 $a Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
500 $a Adviser: Guilbert Hentschke.
502 $a Thesis (Ed.D.)--University of Southern California, 2013.
520 $a This dissertation is a case study, which allowed the researcher to explore a program in-depth in order to understand teacher perceptions of instructional practices for Long-Term English Learners. The purpose of this qualitative study was to identify teacher perceptions of cross-content and grade-level instructional practices that facilitate the ability of Long-Term English Learners to access language, increase comprehension, and build vocabulary. This case study measured effectiveness as the degree to which teacher-reported perceptions of implementation matched consistent use of research-based strategies. The study focused on teacher perceptions of instruction in fourth through eighth grade that targeted English Learners at the intermediate level based on CELDT scores. Teachers participated in focus groups, a survey, and interviews. The researcher then compared perceived grade-level practices to the design in order to measure the degree to which implementation matches research-based practices. Findings from this study indicated that teacher perception is consistent with research-based practices across grade levels. This study begins to expose the perceptions of teachers in regards to instructional practices for Long-Term English Learners, and contributes to work examining instructional practices for language-minority students.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3563848