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

Teach Them to Read: Implementing Hig...

Feliz, Virginia Araceli.

FindBook

Google Book

Amazon

博客來

Teach Them to Read: Implementing High Leverage Pedagogical Practices to Increase English Language Learner Academic Achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teach Them to Read: Implementing High Leverage Pedagogical Practices to Increase English Language Learner Academic Achievement./
作者:	Feliz, Virginia Araceli.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	170 p.
附註:	Source: Dissertations Abstracts International, Volume: 79-12, Section: A.
Contained By:	Dissertations Abstracts International79-12A.
標題:	English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10749973
ISBN:	9780438066823

Teach Them to Read: Implementing High Leverage Pedagogical Practices to Increase English Language Learner Academic Achievement.
Feliz, Virginia Araceli.

Teach Them to Read: Implementing High Leverage Pedagogical Practices to Increase English Language Learner Academic Achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 170 p.

Source: Dissertations Abstracts International, Volume: 79-12, Section: A.

Thesis (Ed.D.)--University of Southern California, 2018.

This item must not be sold to any third party vendors.

The study addresses teachers and instructional leaders of English Language Learners (ELLs), one of the fastest growing student populations in the United States. English Language Learners comprise a diverse group of students including native-born Americans who happen to speak a language other than English as their primary language. One of the most common characteristics among ELLs is they are predominantly members of the low socioeconomic and Latino demographics. English Language Learner reading proficiency is addressed as a foundational factor leading to success in other content areas and an ultimate determinant of educational attainment as well as a factor affecting capacity for human capital. The study focuses on inputs rather than outputs. Attention is given to educational opportunities provided to ELLs within classroom settings. The purpose of the study is to identify the most essential strategies that provide teachers with effective ways to facilitate ELL learning of content material while continuing to improve their English language proficiency. Voluntary teacher surveys, interviews, and observations comprise the methodological approach for the study. Data analysis consists of examination of teachers' responses to surveys and interviews to identify trends and patterns in practices as well as mindsets for teaching ELLs. Analysis of classroom observations provide for an opportunity to discern specific, observable, and measurable instructional practices employed with English Language Learners. The intended outcome is to identify a framework for teaching English Language Learners.

ISBN: 9780438066823Subjects--Topical Terms:

3423938
English as a Second Language.

Teach Them to Read: Implementing High Leverage Pedagogical Practices to Increase English Language Learner Academic Achievement.
LDR:02768nmm a2200337 4500 001 2208953
005 20191025102620.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780438066823
035 $a (MiAaPQ)AAI10749973
035 $a (MiAaPQ)usc:16025
035 $a AAI10749973
040 $a MiAaPQ $c MiAaPQ
100 1 $a Feliz, Virginia Araceli. $3 3436028
245 1 0 $a Teach Them to Read: Implementing High Leverage Pedagogical Practices to Increase English Language Learner Academic Achievement.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 170 p.
500 $a Source: Dissertations Abstracts International, Volume: 79-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Crawford, Jennifer.
502 $a Thesis (Ed.D.)--University of Southern California, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a The study addresses teachers and instructional leaders of English Language Learners (ELLs), one of the fastest growing student populations in the United States. English Language Learners comprise a diverse group of students including native-born Americans who happen to speak a language other than English as their primary language. One of the most common characteristics among ELLs is they are predominantly members of the low socioeconomic and Latino demographics. English Language Learner reading proficiency is addressed as a foundational factor leading to success in other content areas and an ultimate determinant of educational attainment as well as a factor affecting capacity for human capital. The study focuses on inputs rather than outputs. Attention is given to educational opportunities provided to ELLs within classroom settings. The purpose of the study is to identify the most essential strategies that provide teachers with effective ways to facilitate ELL learning of content material while continuing to improve their English language proficiency. Voluntary teacher surveys, interviews, and observations comprise the methodological approach for the study. Data analysis consists of examination of teachers' responses to surveys and interviews to identify trends and patterns in practices as well as mindsets for teaching ELLs. Analysis of classroom observations provide for an opportunity to discern specific, observable, and measurable instructional practices employed with English Language Learners. The intended outcome is to identify a framework for teaching English Language Learners.
590 $a School code: 0208.
650 4 $a English as a Second Language. $3 3423938
650 4 $a Elementary education. $3 641385
650 4 $a Reading instruction. $3 2122756
690 $a 0441
690 $a 0524
690 $a 0535
710 2 $a University of Southern California. $b Education(Leadership). $3 1020872
773 0 $t Dissertations Abstracts International $g 79-12A.
790 $a 0208
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10749973