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 perceptions of their prepara...

Geddes, Amanda C.

FindBook

Google Book

Amazon

博客來

Teacher perceptions of their preparation in teaching English language learners: A mixed methods study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher perceptions of their preparation in teaching English language learners: A mixed methods study./
作者:	Geddes, Amanda C.
面頁冊數:	136 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
Contained By:	Dissertation Abstracts International77-04A(E).
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3737864
ISBN:	9781339279909

Teacher perceptions of their preparation in teaching English language learners: A mixed methods study.
Geddes, Amanda C.

Teacher perceptions of their preparation in teaching English language learners: A mixed methods study. - 136 p.

Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.

Thesis (Ed.D.)--California State University, Fullerton, 2015.

Newcomers to America bring with them unique cultures, values, customs, and languages. Although accepted and welcomed, these newcomers are expected to assimilate into the American way of life, and learning English is part of that assimilation. The effects of this continued flow of newcomers to America on public education are broadly evident. With increasing numbers of newcomers comes the need to adjust laws and teacher expectations for instructing students in English. California Senate Bill 2042 (SB 2042) is one example of a shift in policy with a goal of better preparing teachers to instruct English Language Learners (ELLs). Passed in 1998, SB 2042 mandated the Crosscultural, Language, and Academic Development Certificate be embedded in the base credential. This resulted in teachers credentialed in1998 and later being trained in effective English language development (ELD) strategies prior to entering the classroom. This mixed methods dissertation investigates teachers' perceptions of their preparation for teaching ELLs by comparing pre- and post-SB 2042 credentialed teachers' perceptions of their adequacy in using effective ELD strategies for teaching ELLs. In the past, preservice teachers primarily received subject matter instruction and direct teaching in classroom management (McDonald et al., 2011). The focus on ELL support was lacking and, in some cases, absent completely. Because of the passage of SB 2042, instruction in the effective use of ELD strategies for teaching ELLs is increasingly promoted and mandated in teacher preparatory programs. In response to the growing ELL population, teacher preparatory programs continue offering ELD strategies in their coursework. Although some studies have addressed the infusion of ELD strategies in teacher preparatory programs, gaps still remain in the current literature pertaining to teacher perceptions of their own preparation for teaching ELLs. The problem this study addressed was the variation in training that teachers receive in effective ELD strategies for teaching ELLs.

ISBN: 9781339279909Subjects--Topical Terms:

516208
English as a second language.

Teacher perceptions of their preparation in teaching English language learners: A mixed methods study.
LDR:03034nmm a2200289 4500 001 2074067
005 20160927021519.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781339279909
035 $a (MiAaPQ)AAI3737864
035 $a AAI3737864
040 $a MiAaPQ $c MiAaPQ
100 1 $a Geddes, Amanda C. $3 3189371
245 1 0 $a Teacher perceptions of their preparation in teaching English language learners: A mixed methods study.
300 $a 136 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
500 $a Advisers: Leigh T. Barton; Daniel Choi.
502 $a Thesis (Ed.D.)--California State University, Fullerton, 2015.
520 $a Newcomers to America bring with them unique cultures, values, customs, and languages. Although accepted and welcomed, these newcomers are expected to assimilate into the American way of life, and learning English is part of that assimilation. The effects of this continued flow of newcomers to America on public education are broadly evident. With increasing numbers of newcomers comes the need to adjust laws and teacher expectations for instructing students in English. California Senate Bill 2042 (SB 2042) is one example of a shift in policy with a goal of better preparing teachers to instruct English Language Learners (ELLs). Passed in 1998, SB 2042 mandated the Crosscultural, Language, and Academic Development Certificate be embedded in the base credential. This resulted in teachers credentialed in1998 and later being trained in effective English language development (ELD) strategies prior to entering the classroom. This mixed methods dissertation investigates teachers' perceptions of their preparation for teaching ELLs by comparing pre- and post-SB 2042 credentialed teachers' perceptions of their adequacy in using effective ELD strategies for teaching ELLs. In the past, preservice teachers primarily received subject matter instruction and direct teaching in classroom management (McDonald et al., 2011). The focus on ELL support was lacking and, in some cases, absent completely. Because of the passage of SB 2042, instruction in the effective use of ELD strategies for teaching ELLs is increasingly promoted and mandated in teacher preparatory programs. In response to the growing ELL population, teacher preparatory programs continue offering ELD strategies in their coursework. Although some studies have addressed the infusion of ELD strategies in teacher preparatory programs, gaps still remain in the current literature pertaining to teacher perceptions of their own preparation for teaching ELLs. The problem this study addressed was the variation in training that teachers receive in effective ELD strategies for teaching ELLs.
590 $a School code: 6060.
650 4 $a English as a second language. $3 516208
650 4 $a Teacher education. $3 3172312
650 4 $a Educational leadership. $3 529436
690 $a 0441
690 $a 0530
690 $a 0449
710 2 $a California State University, Fullerton. $b Educational Leadership. $3 3170757
773 0 $t Dissertation Abstracts International $g 77-04A(E).
790 $a 6060
791 $a Ed.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3737864