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LinguaFolioRTM Implementation at the...

Romjue, Amanda.

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LinguaFolioRTM Implementation at the Classroom Level A Collective Case Study of North Carolina Teachers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	LinguaFolioRTM Implementation at the Classroom Level A Collective Case Study of North Carolina Teachers./
作者:	Romjue, Amanda.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	357 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
Contained By:	Dissertation Abstracts International78-01A(E).
標題:	Foreign language education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10141689
ISBN:	9781339970486

LinguaFolioRTM Implementation at the Classroom Level A Collective Case Study of North Carolina Teachers.
Romjue, Amanda.

LinguaFolioRTM Implementation at the Classroom Level A Collective Case Study of North Carolina Teachers. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 357 p.

Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.

Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2016.

LinguaFolioRTM is a language learning portfolio with a rich history rooted in educational research. This study explores the evolution of LinguaFolioRTM, a learning and self-assessment tool whose origins can be traced back to the European Language Portfolio (ELP). LinguaFolioRTM is a learning tool designed to promote self-regulated language learning through goal-setting, task-based language learning, and self-assessment and reflection. This study examined the implementation of LinguaFolioRTM by five experienced, exemplary teachers in order to better understand how LinguaFolioRTM can best be integrated into the language classroom.

ISBN: 9781339970486Subjects--Topical Terms:

3172512
Foreign language education.

LinguaFolioRTM Implementation at the Classroom Level A Collective Case Study of North Carolina Teachers.
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245 1 0 $a LinguaFolioRTM Implementation at the Classroom Level A Collective Case Study of North Carolina Teachers.
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500 $a Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
500 $a Adviser: Aleidine J. Moeller.
502 $a Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2016.
520 $a LinguaFolioRTM is a language learning portfolio with a rich history rooted in educational research. This study explores the evolution of LinguaFolioRTM, a learning and self-assessment tool whose origins can be traced back to the European Language Portfolio (ELP). LinguaFolioRTM is a learning tool designed to promote self-regulated language learning through goal-setting, task-based language learning, and self-assessment and reflection. This study examined the implementation of LinguaFolioRTM by five experienced, exemplary teachers in order to better understand how LinguaFolioRTM can best be integrated into the language classroom.
520 $a LinguaFolioRTM is a highly customizable language learning portfolio that teachers are encouraged to adapt to their own individual contexts. The gap in the literature that this study proposes to fill is to provide illustrative examples of teacher practice with LinguaFolioRTM. This collective case study presents five cases of LinguaFolioRTM implementation in classrooms in North Carolina. Data was collected by observing teachers in their classrooms, interviewing teachers to discuss their insights, and document collection and analysis to provide further inspiration for using LinguaFolioRTM.
520 $a The overarching question this study sought to answer was "How does LinguaFolioRTM implementation work at the classroom level?" In order to provide perspectives on this question, five cases of implementation are presented as narrative descriptions of the observation, interviews, and documents collected in this study. Next an analysis of each case is presented, guided by the supporting research questions of this study. A cross-case analysis of the practices of the participants were situated within a framework developed throughout the literature review, the Simplified Implementation Cycle. Finally, the study concludes by reconsidering the overarching research question, considering the limitations of the study, presenting a set of suggestions for teachers wishing to implement LinguaFolioRTM, and directions for future research.
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