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

FindBook

Google Book

Amazon

博客來

Barriers to Elementary English Language Learners' Success During the COVID-19 Pandemic : = A Case Study of Qatar Academy Schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Barriers to Elementary English Language Learners' Success During the COVID-19 Pandemic :/
其他題名:	A Case Study of Qatar Academy Schools.
作者:	Baba-Ahmed, Labeeba.
面頁冊數:	1 online resource (167 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
Contained By:	Dissertations Abstracts International84-02A.
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29252464click for full text (PQDT)
ISBN:	9798841758631

Barriers to Elementary English Language Learners' Success During the COVID-19 Pandemic : = A Case Study of Qatar Academy Schools.
Baba-Ahmed, Labeeba.

Barriers to Elementary English Language Learners' Success During the COVID-19 Pandemic :A Case Study of Qatar Academy Schools. - 1 online resource (167 pages)

Source: Dissertations Abstracts International, Volume: 84-02, Section: A.

Thesis (Ed.D.)--University of Louisiana at Monroe, 2022.

Includes bibliographical references

This study explored the relationship between different barriers to ELLs academic success due to the COVID-19 pandemic as perceived by parents, students, and teachers. A review of literature highlighted several barriers to student learning in remote contexts; however, this study focused on four major barrier themes: support, communication, instructional, and socio-emotional. Differences in the Groups' perceptions of the relationship between these barriers were also ascertained.To find out the relationship and differences between these barriers, a Pearson correlation test, and four One-Way ANOVAs were carried out. The results that were derived by surveying 106 students, 64 parents, and 37 teachers showed that there are statistically significant relationships between support, communication, and instructional and socio-emotional barriers as perceived by the three groups. However, there was no statistically significant relationship between ELLs' instructional barriers and socio-emotional learning as perceived by students, parents, and teachers. There was also no statistically significant difference in groups' perceptions of the relationship between socio-emotional learning and ELLs' academic success during remote learning. Instructional barriers emerged as the most impactful barriers to ELLs' academic success. As a result, the author concluded that the provision of support to students, parents, and teachers as well as providing quality instruction are most important in ensuring ELLs' academic success when delivering instruction remotely or online.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798841758631Subjects--Topical Terms:

516208
English as a second language.
Subjects--Index Terms:

Elementary studentsIndex Terms--Genre/Form:

542853
Electronic books.

Barriers to Elementary English Language Learners' Success During the COVID-19 Pandemic : = A Case Study of Qatar Academy Schools.
LDR:02991nmm a2200397K 4500 001 2356756
005 20230619080106.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798841758631
035 $a (MiAaPQ)AAI29252464
035 $a AAI29252464
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Baba-Ahmed, Labeeba. $3 3697254
245 1 0 $a Barriers to Elementary English Language Learners' Success During the COVID-19 Pandemic : $b A Case Study of Qatar Academy Schools.
264 0 $c 2022
300 $a 1 online resource (167 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
500 $a Advisor: Kim, Kioh.
502 $a Thesis (Ed.D.)--University of Louisiana at Monroe, 2022.
504 $a Includes bibliographical references
520 $a This study explored the relationship between different barriers to ELLs academic success due to the COVID-19 pandemic as perceived by parents, students, and teachers. A review of literature highlighted several barriers to student learning in remote contexts; however, this study focused on four major barrier themes: support, communication, instructional, and socio-emotional. Differences in the Groups' perceptions of the relationship between these barriers were also ascertained.To find out the relationship and differences between these barriers, a Pearson correlation test, and four One-Way ANOVAs were carried out. The results that were derived by surveying 106 students, 64 parents, and 37 teachers showed that there are statistically significant relationships between support, communication, and instructional and socio-emotional barriers as perceived by the three groups. However, there was no statistically significant relationship between ELLs' instructional barriers and socio-emotional learning as perceived by students, parents, and teachers. There was also no statistically significant difference in groups' perceptions of the relationship between socio-emotional learning and ELLs' academic success during remote learning. Instructional barriers emerged as the most impactful barriers to ELLs' academic success. As a result, the author concluded that the provision of support to students, parents, and teachers as well as providing quality instruction are most important in ensuring ELLs' academic success when delivering instruction remotely or online.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a English as a second language. $3 516208
650 4 $a Educational leadership. $3 529436
650 4 $a Elementary education. $3 641385
650 4 $a Communication. $3 524709
653 $a Elementary students
653 $a English language learners
653 $a COVID-19
653 $a Remote learning
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0441
690 $a 0449
690 $a 0459
690 $a 0524
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a University of Louisiana at Monroe. $b Curriculum and Instruction. $3 3289827
773 0 $t Dissertations Abstracts International $g 84-02A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29252464 $z click for full text (PQDT)