東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The Impact of ESL Professional Devel...

Enyinnah, Christine O.

FindBook

Google Book

Amazon

博客來

The Impact of ESL Professional Development on Teacher Practice.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Impact of ESL Professional Development on Teacher Practice./
作者:	Enyinnah, Christine O.
面頁冊數:	176 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
Contained By:	Dissertation Abstracts International76-03A(E).
標題:	Education, Teacher Training. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3645731
ISBN:	9781321350715

The Impact of ESL Professional Development on Teacher Practice.
Enyinnah, Christine O.

The Impact of ESL Professional Development on Teacher Practice. - 176 p.

Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.

Thesis (Ed.D.)--Walden University, 2014.

This item must not be sold to any third party vendors.

There are over 5 million culturally and linguistically diverse students in American public schools. Many struggle because teachers do not know how to address their needs. Applying the theoretical frameworks of Vygotsky's zone of proximal development and Krashen's input hypothesis, this sequential mixed-method study investigated the attitudes and instructional practices of 10 purposively sampled teachers working with English language learners (ELLs). The research questions focused on teachers' perceptions about their ELL students and their experiences related to professional development for improving instruction with ELLs. Perceptions of participating teachers were measured using a survey, interviews, and classroom observations. Survey data were analyzed for frequencies of responses on every attitudinal item and scale. Transcribed interviews were first coded by questions, and then themes were developed across questions. Observational data were analyzed using a pre- and posttest observational score for each teacher in the study. Findings demonstrated that the professional development substantially transformed mainstream teachers' classroom instruction with ELLs due to improved self-efficacy and changed perceptions regarding ELLs. Recommendations include the need for more preservice and in-service training covering specific instructional strategies for ELLs as well as equity-focused and culturally relevant instruction. Positive social change will occur when teachers are exposed to effective professional development to develop and improve instruction with ELLs. This outcome will ultimately give ELLs the opportunity to make significant and substantial contributions to American society.

ISBN: 9781321350715Subjects--Topical Terms:

783747
Education, Teacher Training.

The Impact of ESL Professional Development on Teacher Practice.
LDR:02683nmm a2200301 4500 001 2056596
005 20150529101945.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321350715
035 $a (MiAaPQ)AAI3645731
035 $a AAI3645731
040 $a MiAaPQ $c MiAaPQ
100 1 $a Enyinnah, Christine O. $3 3170361
245 1 4 $a The Impact of ESL Professional Development on Teacher Practice.
300 $a 176 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
500 $a Advisers: Katherine Hayes Fondation; Michael Butcher.
502 $a Thesis (Ed.D.)--Walden University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a There are over 5 million culturally and linguistically diverse students in American public schools. Many struggle because teachers do not know how to address their needs. Applying the theoretical frameworks of Vygotsky's zone of proximal development and Krashen's input hypothesis, this sequential mixed-method study investigated the attitudes and instructional practices of 10 purposively sampled teachers working with English language learners (ELLs). The research questions focused on teachers' perceptions about their ELL students and their experiences related to professional development for improving instruction with ELLs. Perceptions of participating teachers were measured using a survey, interviews, and classroom observations. Survey data were analyzed for frequencies of responses on every attitudinal item and scale. Transcribed interviews were first coded by questions, and then themes were developed across questions. Observational data were analyzed using a pre- and posttest observational score for each teacher in the study. Findings demonstrated that the professional development substantially transformed mainstream teachers' classroom instruction with ELLs due to improved self-efficacy and changed perceptions regarding ELLs. Recommendations include the need for more preservice and in-service training covering specific instructional strategies for ELLs as well as equity-focused and culturally relevant instruction. Positive social change will occur when teachers are exposed to effective professional development to develop and improve instruction with ELLs. This outcome will ultimately give ELLs the opportunity to make significant and substantial contributions to American society.
590 $a School code: 0543.
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, English as a Second Language. $3 1030294
690 $a 0530
690 $a 0449
690 $a 0441
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 76-03A(E).
790 $a 0543
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3645731