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

Teacher beliefs about implementing P...

Peterson, Eric.

FindBook

Google Book

Amazon

博客來

Teacher beliefs about implementing Project GLAD (Guided Language Acquisition Design): A quantitative study through the framework of expectancy-value theory.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher beliefs about implementing Project GLAD (Guided Language Acquisition Design): A quantitative study through the framework of expectancy-value theory./
作者:	Peterson, Eric.
面頁冊數:	133 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
Contained By:	Dissertation Abstracts International76-05A(E).
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3670609
ISBN:	9781321474886

Teacher beliefs about implementing Project GLAD (Guided Language Acquisition Design): A quantitative study through the framework of expectancy-value theory.
Peterson, Eric.

Teacher beliefs about implementing Project GLAD (Guided Language Acquisition Design): A quantitative study through the framework of expectancy-value theory. - 133 p.

Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.

Thesis (Ph.D.)--Concordia University Chicago, 2014.

This study investigated the barriers and facilitators to general teacher implementation of Project GLAD (Guided Language Acquisition Design) through the framework of expectancy-value theory. This research was a modified replication of a study by Foley (2011) which investigated the factors that impeded or supported teacher implementation of a different instructional innovation using expectancy-value theory as the theoretical framework. Quantitative data was gathered for this study through an online survey emailed to grade PreK-12 teachers throughout the United States that were trained in Project GLAD. Valid responses to the survey were provided by 173 teachers. The scaled independent variables studied were teacher self-reported perceptions of expectancy, value, cost, and certain types of support surrounding their use of Project GLAD. As in the study by Foley (2011) additional demographic and training independent variables were studied from teacher self-reported data on the survey including the level of Project GLAD training, the recency of Project GLAD training, current grade level taught, years teaching at current grade level, and old degree versus recent degree. The scaled dependent variable studied was teacher general implementation of Project GLAD in their instruction. Data from survey responses was analyzed using descriptive, linear, and multiple linear regression methodology. Teacher levels of expectancy, value and training were found significant positive predictors of general teacher implementation of Project GLAD. Similar to the study by Foley (2011), the findings indicate that increasing the level of particular types of school support to teachers, including coaching and earning higher certifications in Project GLAD will increase their levels of Project GLAD implementation. Areas recommended for further research include teacher implementation of specific Project GLAD strategies, the particular types of support that facilitate implementation, and specific barriers and facilitators to implementation at the secondary grade levels. The use of observational and qualitative methodologies to confirm and expand the findings of this study is also recommended.

ISBN: 9781321474886Subjects--Topical Terms:

529436
Educational leadership.

Teacher beliefs about implementing Project GLAD (Guided Language Acquisition Design): A quantitative study through the framework of expectancy-value theory.
LDR:03181nmm a2200289 4500 001 2070664
005 20160617121842.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321474886
035 $a (MiAaPQ)AAI3670609
035 $a AAI3670609
040 $a MiAaPQ $c MiAaPQ
100 1 $a Peterson, Eric. $3 3185730
245 1 0 $a Teacher beliefs about implementing Project GLAD (Guided Language Acquisition Design): A quantitative study through the framework of expectancy-value theory.
300 $a 133 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
500 $a Adviser: Michelle Turner Mangan.
502 $a Thesis (Ph.D.)--Concordia University Chicago, 2014.
520 $a This study investigated the barriers and facilitators to general teacher implementation of Project GLAD (Guided Language Acquisition Design) through the framework of expectancy-value theory. This research was a modified replication of a study by Foley (2011) which investigated the factors that impeded or supported teacher implementation of a different instructional innovation using expectancy-value theory as the theoretical framework. Quantitative data was gathered for this study through an online survey emailed to grade PreK-12 teachers throughout the United States that were trained in Project GLAD. Valid responses to the survey were provided by 173 teachers. The scaled independent variables studied were teacher self-reported perceptions of expectancy, value, cost, and certain types of support surrounding their use of Project GLAD. As in the study by Foley (2011) additional demographic and training independent variables were studied from teacher self-reported data on the survey including the level of Project GLAD training, the recency of Project GLAD training, current grade level taught, years teaching at current grade level, and old degree versus recent degree. The scaled dependent variable studied was teacher general implementation of Project GLAD in their instruction. Data from survey responses was analyzed using descriptive, linear, and multiple linear regression methodology. Teacher levels of expectancy, value and training were found significant positive predictors of general teacher implementation of Project GLAD. Similar to the study by Foley (2011), the findings indicate that increasing the level of particular types of school support to teachers, including coaching and earning higher certifications in Project GLAD will increase their levels of Project GLAD implementation. Areas recommended for further research include teacher implementation of specific Project GLAD strategies, the particular types of support that facilitate implementation, and specific barriers and facilitators to implementation at the secondary grade levels. The use of observational and qualitative methodologies to confirm and expand the findings of this study is also recommended.
590 $a School code: 1711.
650 4 $a Educational leadership. $3 529436
650 4 $a English as a second language. $3 516208
650 4 $a Pedagogy. $3 2122828
690 $a 0449
690 $a 0441
690 $a 0456
710 2 $a Concordia University Chicago. $b Educational Leadership. $3 2098450
773 0 $t Dissertation Abstracts International $g 76-05A(E).
790 $a 1711
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3670609