Eylem Seç
Emergent Bilingual Classroom Instruction, Teacher Preparation, and Teachers' Perceptions of Instructional Support
Başlık:
Emergent Bilingual Classroom Instruction, Teacher Preparation, and Teachers' Perceptions of Instructional Support
Yazar:
Griese, Ashley E., author.
ISBN:
9780355977431
Yazar Ek Girişi:
Fiziksel Tanımlama:
1 electronic resource (115 pages)
Genel Not:
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Advisors: Kristine Reed Committee members: David DeJong; Derrick Robinson; Gabrielle Strouse.
Özet:
The growing number of emergent bilinguals around the United States requires individual school districts to evaluate their use of quality instruction, principal support, and subsequently, student outcomes. In the Midwestern state where the study took place, the researcher examined teachers' use of Sheltered Instruction Observational Protocol (SIOP) after completing either a daylong training or an English as a New Language (ENL) endorsement. Teachers completing both the training and an endorsement were also a part of the study to determine which preparation method most impacted the number of SIOP instructional methods used in the classroom. The researcher looked at teachers with no emergent bilingual training to determine their use of SIOP instructional strategies in the classroom. The researcher also explored teachers' perceptions of principals' support for emergent bilingual instruction. The researcher used survey data from teachers of 9 through 12 grades who taught between the fall of 2014 and the spring of 2017. Eighty-five teachers included in this study were those who had administered a content area district semester test to emergent bilingual students. District level test scores of emergent bilingual students were used as ex-post factor data in the study to identify the impact of the SIOP instructional strategies.
The results indicate that the number of SIOP instructional methods used by teachers trained at the day-long SIOP training and teachers who had no emergent bilingual training were significantly different. There were no significant results in teachers who were trained in the ENL Endorsement or teachers who had both trainings. There were no significant differences in the knowledge of teachers who had any of the emergent bilingual preparations. The researcher found a moderate, positive correlation between the number of SIOP instructional methods teachers used and their perceptions of principal support. Student outcomes did not show a significant difference based on teachers' training. The researcher recommends that schools set a goal related to SIOP and follow up with teachers on goal implementation. Instructional leaders must monitor and evaluate teachers' use of the observational protocol and provide professional development and follow-up in order to assist teachers in using the SIOP method with fidelity.
Notlar:
School code: 0203
Tüzel Kişi Ek Girişi:
Mevcut:*
Yer Numarası | Demirbaş Numarası | Shelf Location | Lokasyon / Statüsü / İade Tarihi |
---|---|---|---|
XX(682096.1) | 682096-1001 | Proquest E-Tez Koleksiyonu | Arıyor... |
On Order
Liste seç
Bunu varsayılan liste yap.
Öğeler başarıyla eklendi
Öğeler eklenirken hata oldu. Lütfen tekrar deneyiniz.
:
Select An Item
Data usage warning: You will receive one text message for each title you selected.
Standard text messaging rates apply.