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Influence of Normative Commitment on...

Tartt-Walker, Sheba Hollywood.

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Influence of Normative Commitment on English as a Second Language Teachers' Implementation of Learner-Centered Practices for Diverse Learners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Influence of Normative Commitment on English as a Second Language Teachers' Implementation of Learner-Centered Practices for Diverse Learners./
作者:	Tartt-Walker, Sheba Hollywood.
面頁冊數:	244 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
Contained By:	Dissertation Abstracts International75-07A(E).
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3615795
ISBN:	9781303819513

Influence of Normative Commitment on English as a Second Language Teachers' Implementation of Learner-Centered Practices for Diverse Learners.
Tartt-Walker, Sheba Hollywood.

Influence of Normative Commitment on English as a Second Language Teachers' Implementation of Learner-Centered Practices for Diverse Learners. - 244 p.

Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.

Thesis (Ed.D.)--The George Washington University, 2014.

In light of the paradigm shift from teacher-centered to learner-centered instruction occurring globally, the need for committed teachers is critical. Due to the influx of foreign nationals securing positions in the U.S. educational system, the teacher workforce has become more diverse. This diversity manifests a broad range of beliefs and values in regard to the teaching and learning process that are culturally inherited by an individual. Hence, "cultural incongruence" between the teacher and school organization is more likely to occur. A lack of understanding of how the cultural and educational aspects of normative commitment influences teachers' implementation of learner-centered instructional practices can lead to school systems experiencing organizational conflict.

ISBN: 9781303819513Subjects--Topical Terms:

516208
English as a second language.

Influence of Normative Commitment on English as a Second Language Teachers' Implementation of Learner-Centered Practices for Diverse Learners.
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500 $a Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
500 $a Adviser: Michael Castleberry.
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520 $a In light of the paradigm shift from teacher-centered to learner-centered instruction occurring globally, the need for committed teachers is critical. Due to the influx of foreign nationals securing positions in the U.S. educational system, the teacher workforce has become more diverse. This diversity manifests a broad range of beliefs and values in regard to the teaching and learning process that are culturally inherited by an individual. Hence, "cultural incongruence" between the teacher and school organization is more likely to occur. A lack of understanding of how the cultural and educational aspects of normative commitment influences teachers' implementation of learner-centered instructional practices can lead to school systems experiencing organizational conflict.
520 $a Six multicultural English-as-a-second language teachers, three males and three females, representing six countries were purposely selected to participate in the study. The normative commitment survey from Meyer and Allen (2009) Three Component Model of Organizational Commitment, professional performance documents and a semi structured interview served as the data collection methods. The interview data was analyzed using Laughlin et al. (2006) to the start coding process. The information gathered from the surveys and professional review documents was triangulated with the interview data to evaluate consistencies or inconsistencies amongst the sources. The data yielded six reoccurring themes throughout the study. (1) Cultural Congruence, (2) Cultural Incongruence, (3) Paradigm Shifts in Teacher Training, (4) Pedagogical Identity Manifestation, and (5) Societal Obligation. Further, the findings of this study can contribute to the development of cultural educational training with a focus on instructional methodology for school districts with high English-as-a-second language populations. These findings can also be used in the hiring process in order to evaluate potential organizational congruence.
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