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

A School's Activity System of Suppor...

Cowdrick, Kara E.

FindBook

Google Book

Amazon

博客來

A School's Activity System of Supporting Upper-Elementary Newcomers' English Language Proficiency Growth.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A School's Activity System of Supporting Upper-Elementary Newcomers' English Language Proficiency Growth./
作者:	Cowdrick, Kara E.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	311 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10637976
ISBN:	9780355493252

A School's Activity System of Supporting Upper-Elementary Newcomers' English Language Proficiency Growth.
Cowdrick, Kara E.

A School's Activity System of Supporting Upper-Elementary Newcomers' English Language Proficiency Growth. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 311 p.

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (D.Phil.)--Mercer University, 2018.

Using the sociocultural theoretical framework of activity theory, this intrinsic case study sought to investigate how administrators, mainstream teachers, and English to speakers of other languages (ESOL) teachers in one school support newcomers' English language proficiency growth. Newcomers are English learners (ELs) who moved to the United States within the past year and have no or extremely limited English language proficiency. It is critical to understand how schools support upper-elementary newcomers' English language proficiency growth because more newcomers are entering United States classrooms now than in the past (Trickett et al., 2012) and recent legislation emphasizes upper-elementary ELs' language proficiency growth for accountability measures. This study seeks to illustrate how newcomers are supported and add to the current void in research related to upper-elementary newcomers' education.

ISBN: 9780355493252Subjects--Topical Terms:

516579
Education.

A School's Activity System of Supporting Upper-Elementary Newcomers' English Language Proficiency Growth.
LDR:03525nmm a2200337 4500 001 2165308
005 20181130083350.5
008 190424s2018 ||||||||||||||||| ||eng d
020 $a 9780355493252
035 $a (MiAaPQ)AAI10637976
035 $a (MiAaPQ)mercer:10062
035 $a AAI10637976
040 $a MiAaPQ $c MiAaPQ
100 1 $a Cowdrick, Kara E. $3 3353381
245 1 2 $a A School's Activity System of Supporting Upper-Elementary Newcomers' English Language Proficiency Growth.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 311 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
500 $a Adviser: Lucy Bush.
502 $a Thesis (D.Phil.)--Mercer University, 2018.
520 $a Using the sociocultural theoretical framework of activity theory, this intrinsic case study sought to investigate how administrators, mainstream teachers, and English to speakers of other languages (ESOL) teachers in one school support newcomers' English language proficiency growth. Newcomers are English learners (ELs) who moved to the United States within the past year and have no or extremely limited English language proficiency. It is critical to understand how schools support upper-elementary newcomers' English language proficiency growth because more newcomers are entering United States classrooms now than in the past (Trickett et al., 2012) and recent legislation emphasizes upper-elementary ELs' language proficiency growth for accountability measures. This study seeks to illustrate how newcomers are supported and add to the current void in research related to upper-elementary newcomers' education.
520 $a This single-bound intrinsic case study used Stake's (2005) case study methodology recommendations. After a three-phase research site selection process, the researcher collected and holistically analyzed three sources of data: observations, interviews, and documents. Participants included three administrators, four mainstream classroom teachers, and two ESOL teachers. The case study's data analysis thoroughly portrayed how each component of the school's activity system connected to supporting upper-elementary newcomers' English language proficiency growth.
520 $a Findings illustrated the intricacies of each component of the school's activity system: rules, division of labor, community, and tools. They also revealed that multiple primary and secondary contradictions exist within the activity system. Conclusions included the school's activity system is multifaceted and interconnected, explicit assessment rules strongly impact the activity system, and educators are using research-based pedagogy despite challenges. Furthermore, there is a need for transformation due to the contradictions that exist within the activity system. Recommendations for future study include: (a) to include more or different participants at the same school, (b) replicate the study in a middle school or high school environment, (c) conduct other studies using other qualitative methodologies to gain a better understanding of a specific component of the school's activity system, and (d) engage in a multi-case analysis to shed light on third and fourth generation contradictions of the activity system.
590 $a School code: 1160.
650 4 $a Education. $3 516579
650 4 $a English as a second language. $3 516208
650 4 $a Elementary education. $3 641385
690 $a 0515
690 $a 0441
690 $a 0524
710 2 $a Mercer University. $b Education. $3 3285787
773 0 $t Dissertation Abstracts International $g 79-03A(E).
790 $a 1160
791 $a D.Phil.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10637976