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

Exploring Experienced Educators' Per...

Endress, Mary Mann.

FindBook

Google Book

Amazon

博客來

Exploring Experienced Educators' Perspectives on Teacher Professional Development: Potential Implications for English Language Learners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring Experienced Educators' Perspectives on Teacher Professional Development: Potential Implications for English Language Learners./
作者:	Endress, Mary Mann.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	167 p.
附註:	Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.
Contained By:	Dissertation Abstracts International80-01A(E).
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10784752
ISBN:	9780438361188

Exploring Experienced Educators' Perspectives on Teacher Professional Development: Potential Implications for English Language Learners.
Endress, Mary Mann.

Exploring Experienced Educators' Perspectives on Teacher Professional Development: Potential Implications for English Language Learners. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 167 p.

Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.

Thesis (Ed.D.)--The University of Texas Rio Grande Valley, 2018.

Growth in the ELL student population triggers a need for more educators equipped to address the academic and linguistic needs of this growing population. Through a phenomenological case study, this dissertation addresses the following over-arching research question, "What can be learned about the implementation of professional development for teachers of ELLs from the reflections and experiences of former ESL/Bilingual educators?" This dissertation provides a look at PD through the reflective lenses of retired educators who worked directly with ELLs and teachers of ELLs. Data were collected from a questionnaire, interviews and a focus group describes how participants. Through their stories and recollections of PD experiences participants described how PD should result both in student learning and educator professional growth. This research reveals a shift from the traditional stand-alone workshop concept of professional development to the idea of professional learning through job embedded learning opportunities to support teachers in working and learning collaboratively at their own schools. However, participants indicate that the PD efforts are not enough and the learning gap between non ELL and ELLs continues to grow. They concur to indicate that teachers need PD that targets the learning needs of ELLs. Findings show how they had endeavored to close the ELL learning gap while also navigating PD barriers such as resources, relationships among stakeholders and federal and state mandates. Although participants claimed face to face PD as the most effective delivery mode; they did not designate the stand alone workshop as the delivery vehicle.

ISBN: 9780438361188Subjects--Topical Terms:

2122778
Bilingual education.

Exploring Experienced Educators' Perspectives on Teacher Professional Development: Potential Implications for English Language Learners.
LDR:03291nmm a2200325 4500 001 2204295
005 20190709084846.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780438361188
035 $a (MiAaPQ)AAI10784752
035 $a (MiAaPQ)utrgv:10486
035 $a AAI10784752
040 $a MiAaPQ $c MiAaPQ
100 1 $a Endress, Mary Mann. $3 3431135
245 1 0 $a Exploring Experienced Educators' Perspectives on Teacher Professional Development: Potential Implications for English Language Learners.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 167 p.
500 $a Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.
500 $a Adviser: Sandra I. Musanti.
502 $a Thesis (Ed.D.)--The University of Texas Rio Grande Valley, 2018.
520 $a Growth in the ELL student population triggers a need for more educators equipped to address the academic and linguistic needs of this growing population. Through a phenomenological case study, this dissertation addresses the following over-arching research question, "What can be learned about the implementation of professional development for teachers of ELLs from the reflections and experiences of former ESL/Bilingual educators?" This dissertation provides a look at PD through the reflective lenses of retired educators who worked directly with ELLs and teachers of ELLs. Data were collected from a questionnaire, interviews and a focus group describes how participants. Through their stories and recollections of PD experiences participants described how PD should result both in student learning and educator professional growth. This research reveals a shift from the traditional stand-alone workshop concept of professional development to the idea of professional learning through job embedded learning opportunities to support teachers in working and learning collaboratively at their own schools. However, participants indicate that the PD efforts are not enough and the learning gap between non ELL and ELLs continues to grow. They concur to indicate that teachers need PD that targets the learning needs of ELLs. Findings show how they had endeavored to close the ELL learning gap while also navigating PD barriers such as resources, relationships among stakeholders and federal and state mandates. Although participants claimed face to face PD as the most effective delivery mode; they did not designate the stand alone workshop as the delivery vehicle.
520 $a Participants valued the role of specialists to provide PD to meet specific campus needs. As school districts continue to focus on the needs of individual students through the PLC process, they will need to look to their ESL and bilingual teachers cultivating them to serve as teacher leaders in ELL instructional needs. Finally, in order to support learning for all learners including ELLs, data from this study indicates school districts need to encourage the building of positive relationships through communication and collaboration among all departments.
590 $a School code: 1863.
650 4 $a Bilingual education. $3 2122778
650 4 $a Curriculum development. $3 684418
650 4 $a English as a second language. $3 516208
690 $a 0282
690 $a 0727
690 $a 0441
710 2 $a The University of Texas Rio Grande Valley. $b Department of Teaching and Learning. $3 3431136
773 0 $t Dissertation Abstracts International $g 80-01A(E).
790 $a 1863
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10784752