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An examination of teacher perception...

Johnson, Velina Haynes.

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An examination of teacher perceptions of foreign language learning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An examination of teacher perceptions of foreign language learning./
作者:	Johnson, Velina Haynes.
面頁冊數:	131 p.
附註:	Source: Dissertation Abstracts International, Volume: 73-06, Section: A, page: 2060.
Contained By:	Dissertation Abstracts International73-06A.
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3497339
ISBN:	9781267182685

An examination of teacher perceptions of foreign language learning.
Johnson, Velina Haynes.

An examination of teacher perceptions of foreign language learning. - 131 p.

Source: Dissertation Abstracts International, Volume: 73-06, Section: A, page: 2060.

Thesis (Ed.D.)--Lamar University - Beaumont, 2011.

Foreign-language instruction increasingly becomes important as the requirements of the No Child Left Behind Act (2001) are met for teaching a second language. The American Council on the Teaching of Foreign Languages (ACTFL), to bring uniformity to foreign language education, introduced the Standards for Foreign Language Learning in 1996. Based on requirements specified in the No Child Left Behind Act (NCLB) (2001), methods, strategies, and standards for teaching a second language became essential in teacher education. Results of this study may provide a better understanding of foreign language teachers' perceptions of instructional methods, the value of language proficiency, and professional development needs for foreign language teachers.

ISBN: 9781267182685Subjects--Topical Terms:

529436
Educational leadership.

An examination of teacher perceptions of foreign language learning.
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245 1 3 $a An examination of teacher perceptions of foreign language learning.
300 $a 131 p.
500 $a Source: Dissertation Abstracts International, Volume: 73-06, Section: A, page: 2060.
500 $a Adviser: E. Jane Irons.
502 $a Thesis (Ed.D.)--Lamar University - Beaumont, 2011.
520 $a Foreign-language instruction increasingly becomes important as the requirements of the No Child Left Behind Act (2001) are met for teaching a second language. The American Council on the Teaching of Foreign Languages (ACTFL), to bring uniformity to foreign language education, introduced the Standards for Foreign Language Learning in 1996. Based on requirements specified in the No Child Left Behind Act (NCLB) (2001), methods, strategies, and standards for teaching a second language became essential in teacher education. Results of this study may provide a better understanding of foreign language teachers' perceptions of instructional methods, the value of language proficiency, and professional development needs for foreign language teachers.
520 $a The purpose of the study was to find if differences existed among different characteristics of Texas secondary foreign-language teachers, with respect to responses on the effective teaching strategies survey for foreign-language teachers, and to identify teacher concerns and solicit recommendations regarding student learning in foreign language classes. The research design of the study was non-experimental basic research.
520 $a Based on the results of the study, foreign-language teachers agreed that more than 30 clock hours of professional development significantly impacted their effectiveness. Cooperative learning remained a major strategy recommended by teachers and student motivation and participation was considered important to student learning.
520 $a Results of the study may provide district personnel a way to assist their foreign-language teachers in meeting future foreign language learning challenges and to identify topics for professional development.
590 $a School code: 0424.
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