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

Collaborative Action Study Group as ...

Perez, Alfred F., Jr.

FindBook

Google Book

Amazon

博客來

Collaborative Action Study Group as Professional Development for Teachers of English Language Learner-designated Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Collaborative Action Study Group as Professional Development for Teachers of English Language Learner-designated Students./
作者:	Perez, Alfred F., Jr.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	154 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
Contained By:	Dissertations Abstracts International82-01A.
標題:	Language. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27994452
ISBN:	9798662442559

Collaborative Action Study Group as Professional Development for Teachers of English Language Learner-designated Students.
Perez, Alfred F., Jr.

Collaborative Action Study Group as Professional Development for Teachers of English Language Learner-designated Students. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 154 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Thesis (Ph.D.)--University of Hawai'i at Manoa, 2020.

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

The purpose of this qualitative research study was to investigate changes in English Language Learner-Designated (ELL-D) teachers' instructional practices, views toward students' languages and cultures, and agency as a result of participating in a teacher study group that I designed called Collaborative Action Study Group (CASG). A Collaborative Action Study Group was a teacher-led, teacher-initiated professional development that engaged teachers to work collaboratively to solve meaningful problems. Acting as a more knowledgeable peer, I was a teacher-researcher who led six elementary school teachers through units on supporting home language and academic language through translanguaging, drama, and technology. I collected data for 11 weeks, using pre- and post-surveys, discussion forums, participant observations, discussion boards, journal reflections, and work sample exchanges. At the end of the study, all six teachers reported they had increased their use of home language and integration of culture, drama, and technology in their classroom instruction. Teachers also reported ELL-D students seemed more engaged in classroom activities than they were before these instructional changes. However, the six teachers reported that school district curriculum guidelines made it difficult to integrate culturally sustaining lessons. Data analysis also showed an increased recognition, among the participants, of the importance of student home language and culture in the classroom, a change they attributed to the Collaborative Action Study Group. Additionally, the participants' levels of confidence in conducting their own professional development increased. Overall, the study showed that Collaborative Action Study Groups have potential for changing the attitudes and instructional practices of teachers of English Language Learner-Designated (ELL-D) students. However, there are challenges in conducting a fully democratic and equal Collaborative Action Study Group, including teachers' heavy workloads, personal time commitments, and varying degrees of agency for professional development.

ISBN: 9798662442559Subjects--Topical Terms:

643551
Language.
Subjects--Index Terms:

Collaborative action study group

Collaborative Action Study Group as Professional Development for Teachers of English Language Learner-designated Students.
LDR:03303nmm a2200361 4500 001 2276864
005 20210510092428.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798662442559
035 $a (MiAaPQ)AAI27994452
035 $a AAI27994452
040 $a MiAaPQ $c MiAaPQ
100 1 $a Perez, Alfred F., Jr. $3 3555167
245 1 0 $a Collaborative Action Study Group as Professional Development for Teachers of English Language Learner-designated Students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 154 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
500 $a Advisor: Bartlett, Andrea.
502 $a Thesis (Ph.D.)--University of Hawai'i at Manoa, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this qualitative research study was to investigate changes in English Language Learner-Designated (ELL-D) teachers' instructional practices, views toward students' languages and cultures, and agency as a result of participating in a teacher study group that I designed called Collaborative Action Study Group (CASG). A Collaborative Action Study Group was a teacher-led, teacher-initiated professional development that engaged teachers to work collaboratively to solve meaningful problems. Acting as a more knowledgeable peer, I was a teacher-researcher who led six elementary school teachers through units on supporting home language and academic language through translanguaging, drama, and technology. I collected data for 11 weeks, using pre- and post-surveys, discussion forums, participant observations, discussion boards, journal reflections, and work sample exchanges. At the end of the study, all six teachers reported they had increased their use of home language and integration of culture, drama, and technology in their classroom instruction. Teachers also reported ELL-D students seemed more engaged in classroom activities than they were before these instructional changes. However, the six teachers reported that school district curriculum guidelines made it difficult to integrate culturally sustaining lessons. Data analysis also showed an increased recognition, among the participants, of the importance of student home language and culture in the classroom, a change they attributed to the Collaborative Action Study Group. Additionally, the participants' levels of confidence in conducting their own professional development increased. Overall, the study showed that Collaborative Action Study Groups have potential for changing the attitudes and instructional practices of teachers of English Language Learner-Designated (ELL-D) students. However, there are challenges in conducting a fully democratic and equal Collaborative Action Study Group, including teachers' heavy workloads, personal time commitments, and varying degrees of agency for professional development.
590 $a School code: 0085.
650 4 $a Language. $3 643551
650 4 $a English as a second language--ESL. $3 3423990
653 $a Collaborative action study group
653 $a EL
653 $a Emergent bilingual
653 $a multilingual
653 $a translanguaging
690 $a 0441
690 $a 0679
710 2 $a University of Hawai'i at Manoa. $b Curriculum Studies. $3 2097046
773 0 $t Dissertations Abstracts International $g 82-01A.
790 $a 0085
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27994452