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Perceptions of esl teachers on curri...

Dones, Sandra M.

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Perceptions of esl teachers on curricular maps and planning: implications for curriculum design.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Perceptions of esl teachers on curricular maps and planning: implications for curriculum design./
作者:	Dones, Sandra M.
面頁冊數:	127 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3703766
ISBN:	9781321757644

Perceptions of esl teachers on curricular maps and planning: implications for curriculum design.
Dones, Sandra M.

Perceptions of esl teachers on curricular maps and planning: implications for curriculum design. - 127 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ed.D.)--University of Puerto Rico, Rio Piedras (Puerto Rico), 2015.

This investigation studied the perceptions of ESL high school teachers from one school district regarding the use of curricular maps as an instrument to plan their daily lessons. The focus of the investigation was to be acquainted with their opinions, attitudes, and beliefs about curricular maps and lesson planning and the implications for ESL curriculum design.

ISBN: 9781321757644Subjects--Topical Terms:

684418
Curriculum development.

Perceptions of esl teachers on curricular maps and planning: implications for curriculum design.
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245 1 0 $a Perceptions of esl teachers on curricular maps and planning: implications for curriculum design.
300 $a 127 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Elsie Candelaria.
502 $a Thesis (Ed.D.)--University of Puerto Rico, Rio Piedras (Puerto Rico), 2015.
520 $a This investigation studied the perceptions of ESL high school teachers from one school district regarding the use of curricular maps as an instrument to plan their daily lessons. The focus of the investigation was to be acquainted with their opinions, attitudes, and beliefs about curricular maps and lesson planning and the implications for ESL curriculum design.
520 $a The information for this study was gathered through individual semi-structured interviews and a focus group. That information provided enough evidence to show that all the participating teachers perceived the curricular maps as a document that instead of facilitating the planning process, makes it more time consuming and more difficult. Teachers also suggested that curricular maps were inflexible in terms of content and the timeframe to cover that content and incompatible with the actual educational and cultural scenario in Puerto Rico. This implies that the curricular maps would not meet the students' needs in terms of the ESL skills required to master the language, nor will the students acquire the necessary knowledge and skills to competently approve the Pruebas Puertorriquenas de Aprovechamiento Academico (PPAA) because the content is too difficult for them. It also implies that ESL curriculum design has to be developed taking in consideration the actual academic and cultural status of the ESL students in the public school system.
520 $a It was concluded that teachers perceived curricular maps as a good document that tried to give them direction and keep them on track; but, on the other hand, the curricular maps had brought a lot of confusion, a lot of stress, and above all, a lot of blunder at the time of planning daily lessons. It was transformed into an overwhelming, time taking, constrictive, and confusing task. It was recommended that curricular maps be revised and reevaluated to have appropriate and appealing grade level content according to the students' interests and cultural background. Also, a comprehensive professional development program for teachers, directors, and administrators was recommended. Topics should include theoretical underpinnings of curricular maps, way/s to use them correctly and effectively, how to implement them, and how to align them with lesson plans.
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