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The influence of teacher power on se...

Diaz, Abel Felipe.

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The influence of teacher power on self-perceptions of learner empowerment by English language learners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The influence of teacher power on self-perceptions of learner empowerment by English language learners./
作者:	Diaz, Abel Felipe.
面頁冊數:	202 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
Contained By:	Dissertation Abstracts International76-03A(E).
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3644096
ISBN:	9781321321470

The influence of teacher power on self-perceptions of learner empowerment by English language learners.
Diaz, Abel Felipe.

The influence of teacher power on self-perceptions of learner empowerment by English language learners. - 202 p.

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

Thesis (Ph.D.)--University of Northern Colorado, 2014.

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

English language learners (ELL) are students with a primary language spoken other than English enrolled in U.S. educational settings. As ELL students take on the challenges of learning English and U.S. culture, they must also learn academic content. The expectation to succeed academically in a foreign culture and language, while learning to speak and comprehend the language itself, would be a stressful and challenging task for almost anyone. In comparison with non-ELL students, ELL students tend to demonstrate lower levels of academic achievement. In the current study, I examined ELL students' perceptions on teacher power and its' influences on self-perceptions of learner empowerment. The central research question for this study was "How does perceived teacher power use relate with self-perceptions of learner empowerment among ELL students in higher education?".

ISBN: 9781321321470Subjects--Topical Terms:

1017560
Education, Educational Psychology.

The influence of teacher power on self-perceptions of learner empowerment by English language learners.
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100 1 $a Diaz, Abel Felipe. $3 3170521
245 1 4 $a The influence of teacher power on self-perceptions of learner empowerment by English language learners.
300 $a 202 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
500 $a Advisers: Kathryn F. Cochran; Nancy J. Karlin.
502 $a Thesis (Ph.D.)--University of Northern Colorado, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a English language learners (ELL) are students with a primary language spoken other than English enrolled in U.S. educational settings. As ELL students take on the challenges of learning English and U.S. culture, they must also learn academic content. The expectation to succeed academically in a foreign culture and language, while learning to speak and comprehend the language itself, would be a stressful and challenging task for almost anyone. In comparison with non-ELL students, ELL students tend to demonstrate lower levels of academic achievement. In the current study, I examined ELL students' perceptions on teacher power and its' influences on self-perceptions of learner empowerment. The central research question for this study was "How does perceived teacher power use relate with self-perceptions of learner empowerment among ELL students in higher education?".
520 $a The current study involved a sequential explanatory mixed methods design, consisting of two distinct phases. In phase I, quantitative data were collected using two in-class surveys (one measuring perceptions of teacher power use and the other measuring self-perceptions of learner empowerment). Multivariate analysis of variance (MANOVA) and Canonical Correlation Analysis (CCA) revealed significant difference in the perception of competency by language. English language learners did not feel as competent as English-speaking students in their ability to succeed academically. Significant differences were found by language in coercive, legitimate, and expert teacher power meaning ELL students perceived their teachers to be more uncaring, harsh, and uninformed than English-speaking students. Overall, the influences of teacher power on learner empowerment were found to be significant for both ELL and English students.
520 $a In Phase II, twenty in-depth interviews were conducted with ELL students to illuminate their perceptions of teacher power and it's relationship to their perceptions of learner empowerment. Four emergent themes from interviews were (1) What good teachers do, (2) What bad teachers do, (3) What teachers should know, and (4) Understanding ELL students. Each emergent theme included sub-themes.
520 $a Synthesis of the analyses yielded two pedagogical frameworks of fostering self-perceptions of competency by teacher power. Competency encouragement referred to the nurturing of competency through specific teacher powers. Competency discouragement referred to the framework in which specific teacher powers fostered negative self-perceptions of competency. Each paradigm included themes and sub-themes expressed by ELL students. I interpret how teacher power can contribute or impede ELL students' belief of attaining academic success. Findings suggest first, as teachers, the primary concern should be working on building an authentic teacher-student relationship with ELL students. Teachers should avoid behaviors that discredit ELL students and create perceptions of failure and lack of academic ability. Instead, teachers must support ELL students in understanding that they are capable of success.
590 $a School code: 0161.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, English as a Second Language. $3 1030294
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710 2 $a University of Northern Colorado. $b Educational Psychology. $3 1676649
773 0 $t Dissertation Abstracts International $g 76-03A(E).
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791 $a Ph.D.
792 $a 2014
793 $a English
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