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

Elementary Teachers' Knowledge, Prac...

Adams, Wauchilue D.

FindBook

Google Book

Amazon

博客來

Elementary Teachers' Knowledge, Practices, and Perceptions of Teaching English Learners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Elementary Teachers' Knowledge, Practices, and Perceptions of Teaching English Learners./
作者:	Adams, Wauchilue D.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	100 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10286252
ISBN:	9780355301724

Elementary Teachers' Knowledge, Practices, and Perceptions of Teaching English Learners.
Adams, Wauchilue D.

Elementary Teachers' Knowledge, Practices, and Perceptions of Teaching English Learners. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 100 p.

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (D.Ed.)--University of Maryland, College Park, 2017.

For decades, the academic achievement of English Learners (ELs) has consistently fallen below that of non-ELs on standardized achievement tests. The purpose of this inquiry was to examine the continuous achievement gap between ELs and non-ELs and to understand how the knowledge, practices, and perceptions applied when teaching ELs can impact the academic progress of ELs in elementary schools. This study focused specifically on teachers in Title I schools, because nearly half of the elementary ELs in the district attended a Title I school.

ISBN: 9780355301724Subjects--Topical Terms:

529436
Educational leadership.

Elementary Teachers' Knowledge, Practices, and Perceptions of Teaching English Learners.
LDR:03604nmm a2200325 4500 001 2156106
005 20180517123955.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355301724
035 $a (MiAaPQ)AAI10286252
035 $a (MiAaPQ)umd:18209
035 $a AAI10286252
040 $a MiAaPQ $c MiAaPQ
100 1 $a Adams, Wauchilue D. $3 3343871
245 1 0 $a Elementary Teachers' Knowledge, Practices, and Perceptions of Teaching English Learners.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 100 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Advisers: Margaret J. McLaughlin; Drew S. Fagan.
502 $a Thesis (D.Ed.)--University of Maryland, College Park, 2017.
520 $a For decades, the academic achievement of English Learners (ELs) has consistently fallen below that of non-ELs on standardized achievement tests. The purpose of this inquiry was to examine the continuous achievement gap between ELs and non-ELs and to understand how the knowledge, practices, and perceptions applied when teaching ELs can impact the academic progress of ELs in elementary schools. This study focused specifically on teachers in Title I schools, because nearly half of the elementary ELs in the district attended a Title I school.
520 $a Bay Shore Public Schools served as the site for this this study. During the data collection process, the researcher sent an electronic survey to the 50 intermediate teachers (Grades 3, 4, and 5) working at the four Title I elementary schools in the district. This effort resulted in a 50% response rate. The survey included 14 questions and 79 indicators that examined the following: teachers' knowledge about the federal and state laws, policies, and assessments; specific instructional strategies and practices employed when teaching ELs; specific instructional materials used during instruction; available supports for ELs; and perceptions about the instruction of ELs. The survey revealed that (a) the majority of the respondents had little-to-no knowledge of the laws and regulations that governed their work; (b) most respondents used only 11 out of 20 recommended instructional strategies daily; and (c) the use of specific materials and suggested supports during instruction varied in frequency. The data also revealed that the demographic characteristics of the respondents did not seem to impact their responses, specifically in terms of their perceptions.
520 $a The findings resulted in a number of recommendations for future studies, particularly for relatively small districts that may be considered low-incidence and have teachers with little-to-no first-hand experience teaching ELs. Based on the results of this study, future research studies should utilize case studies to examine the actual interactions between ELs and their non-EL peers and between ELs and their teachers. Researchers might also apply positioning theory to examine how the interactions change from situation to situation and the impact on the resulting academic outcomes for ELs. Additionally, future inquiries might involve the examination of local policies and practices to identify the types and degree of communication between ESOL teachers and classroom teachers that facilitates understanding ELs' performance on ACCESS and what the outcomes mean.
590 $a School code: 0117.
650 4 $a Educational leadership. $3 529436
650 4 $a English as a second language. $3 516208
690 $a 0449
690 $a 0441
710 2 $a University of Maryland, College Park. $b Education Policy, and Leadership. $3 1022048
773 0 $t Dissertation Abstracts International $g 79-01A(E).
790 $a 0117
791 $a D.Ed.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10286252