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

Program Models, Pre-Service Teachers...

Meineke, Hannah.

FindBook

Google Book

Amazon

博客來

Program Models, Pre-Service Teachers, and Emergent Bilingual Instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Program Models, Pre-Service Teachers, and Emergent Bilingual Instruction./
作者:	Meineke, Hannah.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	196 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10683328
ISBN:	9780355567496

Program Models, Pre-Service Teachers, and Emergent Bilingual Instruction.
Meineke, Hannah.

Program Models, Pre-Service Teachers, and Emergent Bilingual Instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 196 p.

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Milwaukee, 2017.

It is estimated by the year 2030, over 40% of the K-12 population in U.S. schools will be children whose first language is not English (U.S. Census Bureau, 2007; Shin & Ortman, 2011). This situation has potential academic consequences for emergent bilingual students (EBS) attending schools without adequate accommodations. The issue of teachers who are underprepared to meet the needs of EBS contributes to the academic consequences absorbed by this K-12 population, and to the social and cultural cycle of oppression for this marginalized group. Thus, integrating knowledge, skills, and dispositions (KSDs) beneficial for meeting the needs of EBS becomes imperative for pre-service program models. This dissertation served as a ship navigating the deep and wide learning opportunities offered by three distinct pre-service program models. Participants from three program models: Intentionally Integrated, Traditional, and Student-Selected Add-On asserted ways in which their program model provided learning opportunities for development of KSDs beneficial to EBS. Differences in program models shaped pre-service teachers' opportunities to learn the KSDs required for working with emergent bilingual students, which in turn, determined what they enacted in classrooms. As such, program model opportunities interrupting the cycle of oppression for EBS emerged from the study. This interruption reemphasizes why intentional integration of learning opportunities useful for developing KSDs beneficial to EBS must occur pre-service program models.

ISBN: 9780355567496Subjects--Topical Terms:

684418
Curriculum development.

Program Models, Pre-Service Teachers, and Emergent Bilingual Instruction.
LDR:02525nmm a2200313 4500 001 2159079
005 20180618095123.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355567496
035 $a (MiAaPQ)AAI10683328
035 $a (MiAaPQ)uwm:11950
035 $a AAI10683328
040 $a MiAaPQ $c MiAaPQ
100 1 $a Meineke, Hannah. $3 3346938
245 1 0 $a Program Models, Pre-Service Teachers, and Emergent Bilingual Instruction.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 196 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Barbara L. Bales.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Milwaukee, 2017.
520 $a It is estimated by the year 2030, over 40% of the K-12 population in U.S. schools will be children whose first language is not English (U.S. Census Bureau, 2007; Shin & Ortman, 2011). This situation has potential academic consequences for emergent bilingual students (EBS) attending schools without adequate accommodations. The issue of teachers who are underprepared to meet the needs of EBS contributes to the academic consequences absorbed by this K-12 population, and to the social and cultural cycle of oppression for this marginalized group. Thus, integrating knowledge, skills, and dispositions (KSDs) beneficial for meeting the needs of EBS becomes imperative for pre-service program models. This dissertation served as a ship navigating the deep and wide learning opportunities offered by three distinct pre-service program models. Participants from three program models: Intentionally Integrated, Traditional, and Student-Selected Add-On asserted ways in which their program model provided learning opportunities for development of KSDs beneficial to EBS. Differences in program models shaped pre-service teachers' opportunities to learn the KSDs required for working with emergent bilingual students, which in turn, determined what they enacted in classrooms. As such, program model opportunities interrupting the cycle of oppression for EBS emerged from the study. This interruption reemphasizes why intentional integration of learning opportunities useful for developing KSDs beneficial to EBS must occur pre-service program models.
590 $a School code: 0263.
650 4 $a Curriculum development. $3 684418
650 4 $a English as a second language. $3 516208
650 4 $a Teacher education. $3 3172312
690 $a 0727
690 $a 0441
690 $a 0530
710 2 $a The University of Wisconsin - Milwaukee. $b Urban Education. $3 2105301
773 0 $t Dissertation Abstracts International $g 79-04A(E).
790 $a 0263
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10683328