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An Analysis of Teacher Perceptions o...

Negrin, JoAnne M.

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An Analysis of Teacher Perceptions of Self-Efficacy in Working With English-Language Learners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An Analysis of Teacher Perceptions of Self-Efficacy in Working With English-Language Learners./
作者:	Negrin, JoAnne M.
面頁冊數:	160 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
Contained By:	Dissertation Abstracts International76-04A(E).
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3646997
ISBN:	9781321371314

An Analysis of Teacher Perceptions of Self-Efficacy in Working With English-Language Learners.
Negrin, JoAnne M.

An Analysis of Teacher Perceptions of Self-Efficacy in Working With English-Language Learners. - 160 p.

Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.

Thesis (Ed.D.)--Nova Southeastern University, 2014.

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

This applied dissertation was designed to provide insight into teachers' perceptions of their ability to work effectively with limited English proficient (LEP) students. Data from the writer's district, as well as state and national data, show a persistent achievement gap between the academic performance of LEP students and non-LEP students on various indicators. LEP students are dependent upon their classroom and subject-area teachers for their academic growth. However, these teachers are generally unprepared to meet the academic needs of LEP students.

ISBN: 9781321371314Subjects--Topical Terms:

516208
English as a second language.

An Analysis of Teacher Perceptions of Self-Efficacy in Working With English-Language Learners.
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500 $a Adviser: John Travers.
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506 $a This item must not be sold to any third party vendors.
520 $a This applied dissertation was designed to provide insight into teachers' perceptions of their ability to work effectively with limited English proficient (LEP) students. Data from the writer's district, as well as state and national data, show a persistent achievement gap between the academic performance of LEP students and non-LEP students on various indicators. LEP students are dependent upon their classroom and subject-area teachers for their academic growth. However, these teachers are generally unprepared to meet the academic needs of LEP students.
520 $a Established instruments were used to survey the 895 teachers in the research district to determine how teachers across a large school district in New Jersey felt about their ability to teach LEP students effectively. This study also sought to determine whether there were pockets of greater self-efficacy by establishing whether there is a relationship between reported teacher self-efficacy and independent variables such as demographic category or area of specialization and to discover which initiatives or training teachers report as contributing to greater self-efficacy in working successfully with LEP students.
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