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Exploring Teachers' Perceptions of Best Practices that Impact the Self-Regulation and Language Skills of Kindergarten English Language Learners: A Qualitative Narrative Study = = Explorando las percepciones de los maestros sobre las mejores practicas que afectan la autorregulacion y las habilidades linguisticas de los estudiantes de ingles de jardin de infantes: un estudio narrativo cualitativo.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring Teachers' Perceptions of Best Practices that Impact the Self-Regulation and Language Skills of Kindergarten English Language Learners: A Qualitative Narrative Study =/
其他題名:	Explorando las percepciones de los maestros sobre las mejores practicas que afectan la autorregulacion y las habilidades linguisticas de los estudiantes de ingles de jardin de infantes: un estudio narrativo cualitativo.
作者:	Hilton, Ileana.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	161 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
標題:	Education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28023420
ISBN:	9798662444317

Exploring Teachers' Perceptions of Best Practices that Impact the Self-Regulation and Language Skills of Kindergarten English Language Learners: A Qualitative Narrative Study = = Explorando las percepciones de los maestros sobre las mejores practicas que afectan la autorregulacion y las habilidades linguisticas de los estudiantes de ingles de jardin de infantes: un estudio narrativo cualitativo.
Hilton, Ileana.

Exploring Teachers' Perceptions of Best Practices that Impact the Self-Regulation and Language Skills of Kindergarten English Language Learners: A Qualitative Narrative Study =Explorando las percepciones de los maestros sobre las mejores practicas que afectan la autorregulacion y las habilidades linguisticas de los estudiantes de ingles de jardin de infantes: un estudio narrativo cualitativo. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 161 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Ed.D.)--Northcentral University, 2020.

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

School readiness skills are essential factors in predicting the English proficiency and academic success of young English language learners. Readiness refers to a child's expertise in the social-emotional, physical, and cognitive domains that ensure successful academic development and well-being. The general problem is a pervasive achievement gap between English language learners and their peers. The specific problem addressed in this study was that low socioeconomic, Hispanic English language learners begin Kindergarten lacking the readiness skills necessary for their future academic success. The purpose of this qualitative narrative study was to explore teachers' perceptions regarding the effectiveness of academic and non-academic classroom activities on the acquisition of self-regulation and language skills among low socioeconomic, Hispanic, Kindergarten English language learners in a rural school in the Southeast United States. A qualitative approach allowed the researcher to explore and understand the classroom activities that teachers believed effective in increasing the readiness skills of English language learners. To examine and understand teacher's perspectives, Piaget's Cognitive Development Theory was used as the guiding theoretical framework to organize individual, face-to-face interviews with ten female teachers who worked with Kindergarten, English language learners. Data from interviews were analyzed manually by the researcher and by using NVivo qualitative software for patterns, themes, and categories. The data showed that teachers perceived culturally and developmentally appropriate practices positively affecting the readiness skills of English language learners. However, the focus on academic requirements impeded the implementation of these practices. Participants also revealed low teacher efficacy in culturally relevant pedagogy. Broadening the knowledge base and methods for implementing developmentally and culturally appropriate practice will increase teacher efficacy; this will increase efforts to employ effective strategies that positively affect school readiness skills. Recommendations for future research, replicating the study to include greater gender diversity among participants and more significant sample size, case studies that focus on exemplary teachers who draw upon English language learner's unique funds of knowledge and investigating the problems teacher's face implementing evidence-based practices with recommendations beneficial in closing the gap between theory and practice.

ISBN: 9798662444317Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Culturally Relevant Pedagogy

Exploring Teachers' Perceptions of Best Practices that Impact the Self-Regulation and Language Skills of Kindergarten English Language Learners: A Qualitative Narrative Study = = Explorando las percepciones de los maestros sobre las mejores practicas que afectan la autorregulacion y las habilidades linguisticas de los estudiantes de ingles de jardin de infantes: un estudio narrativo cualitativo.
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245 1 0 $a Exploring Teachers' Perceptions of Best Practices that Impact the Self-Regulation and Language Skills of Kindergarten English Language Learners: A Qualitative Narrative Study = $b Explorando las percepciones de los maestros sobre las mejores practicas que afectan la autorregulacion y las habilidades linguisticas de los estudiantes de ingles de jardin de infantes: un estudio narrativo cualitativo.
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500 $a Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
500 $a Advisor: Lloyd, Carrie.
502 $a Thesis (Ed.D.)--Northcentral University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a School readiness skills are essential factors in predicting the English proficiency and academic success of young English language learners. Readiness refers to a child's expertise in the social-emotional, physical, and cognitive domains that ensure successful academic development and well-being. The general problem is a pervasive achievement gap between English language learners and their peers. The specific problem addressed in this study was that low socioeconomic, Hispanic English language learners begin Kindergarten lacking the readiness skills necessary for their future academic success. The purpose of this qualitative narrative study was to explore teachers' perceptions regarding the effectiveness of academic and non-academic classroom activities on the acquisition of self-regulation and language skills among low socioeconomic, Hispanic, Kindergarten English language learners in a rural school in the Southeast United States. A qualitative approach allowed the researcher to explore and understand the classroom activities that teachers believed effective in increasing the readiness skills of English language learners. To examine and understand teacher's perspectives, Piaget's Cognitive Development Theory was used as the guiding theoretical framework to organize individual, face-to-face interviews with ten female teachers who worked with Kindergarten, English language learners. Data from interviews were analyzed manually by the researcher and by using NVivo qualitative software for patterns, themes, and categories. The data showed that teachers perceived culturally and developmentally appropriate practices positively affecting the readiness skills of English language learners. However, the focus on academic requirements impeded the implementation of these practices. Participants also revealed low teacher efficacy in culturally relevant pedagogy. Broadening the knowledge base and methods for implementing developmentally and culturally appropriate practice will increase teacher efficacy; this will increase efforts to employ effective strategies that positively affect school readiness skills. Recommendations for future research, replicating the study to include greater gender diversity among participants and more significant sample size, case studies that focus on exemplary teachers who draw upon English language learner's unique funds of knowledge and investigating the problems teacher's face implementing evidence-based practices with recommendations beneficial in closing the gap between theory and practice.
520 $a Las habilidades de preparacion escolar son factores esenciales para predecir el dominio del ingles y el exito academico de los jovenes estudiantes de ingles. La preparacion se refiere a la experiencia de un nino en los dominios socio-emocionales, fisicos y cognitivos que aseguran el desarrollo academico y el exito bien-esta. El problema general es una brecha de rendimiento generalizado entre los estudiantes del idioma ingles y sus companeros. El problema especifico que se abordo en este estudio fue que los estudiantes hispanohablantes con un nivel socio economico bajo comienzan el kindergarten sin las habilidades de preparacion necesarias para su futuro exito academico. El proposito de este estudio narrativo cualitativo fue a explorar las percepciones de los maestros con respecto a la efectividad de las actividades academicas y no academicas en el aula sobre la adquisicion de la autorregulacion y las habilidades linguisticas entre los estudiantes hispanos de nivel socio-economico bajo, de jardin de infantes en una escuela rural en el Sudeste de los Estados Unidos. Un enfoque cualitativo permitio al investigador explorar y comprender las actividades en el aula que los maestros creian efectivas para aumentar las habilidades de preparacion de los estudiantes de ingles. Para examinar y comprender las perspectivas de los docentes, se utilizo la Teoria del desarrollo cognitivo de Piaget como marco teorico guia para organizar entrevistas individuales cara a cara con diez maestras que trabajaban con estudiantes de ingles de jardin de infantes. El investigador analizo manualmente los datos de las entrevistas y utilizando el software cualitativo NVivo para patrones, temas y categorias. Los datos mostraron que los maestros perciben practicas apropiadas cultural y de desarrollo que afectan positivamente las habilidades de preparacion de los estudiantes de ingles. Sin embargo, el enfoque en los requisitos academicos impidio la implementacion de estas practicas. Los participantes tambien revelaron una eficacia baja y docente en la pedagogia culturalmente relevante. Ampliar la base de conocimientos y los metodos para implementar practicas apropiadas para el desarrollo y la cultura aumentara la eficacia del maestro; Esto aumentara los esfuerzos para emplear estrategias efectivas que afecten positivamente las habilidades de preparacion escolar. Recomendaciones para futuras investigaciones, replicar el estudio para incluir una mayor diversidad de genero entre los participantes y un tamano de muestrear mas significativo, estudios de casos que se centren en maestros ejemplares que aprovechen los fondos unicos de conocimiento del aprendiz del idioma ingles e investiguen los problemas que enfrenta el maestro implementando practicas basadas en evidencia con recomendaciones beneficiosas para cerrar la brecha entre la teoria y la practica.
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653 $a Culturally Relevant Pedagogy
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653 $a Language Development
653 $a School Readiness
653 $a Self-regulation
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710 2 $a Northcentral University. $b School of Education. $3 2104297
773 0 $t Dissertations Abstracts International $g 82-02A.
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