Author : David Cichoski
Publisher :
Page : 76 pages
File Size : 30,60 MB
Release : 2011
Category : Dissertations, Academic
ISBN :
Author : Niyah E. Griffin
Publisher :
Page : 183 pages
File Size : 33,85 MB
Release : 2014
Category : Education, Bilingual
ISBN :
The primary purpose of this study was to examine elementary teachers' perceptions and attitudes toward the "inclusion" of ELLs in mainstreamed classrooms. Other purposes of the study examined (1) the teachers' perceptions and attitudes toward ELL language acquisition, (2) class modifications, (3) the ELL time constraints, (4) professional training and support, and (5) the overall educational environment resulting from ELL inclusion. This study utilized an "Integrative Research Design." Both quantitative and qualitative inquiries were employed. The quantitative aspect was descriptive. The survey instrument in this study was developed by Dr. Jenelle Reeves from the University of Nebraska. Open-ended questions were used to serve two purposes in this research: (1) to allow participants to expand or clarify their responses in the survey and (2) to identify any attitudes and perceptions the survey did not address (Reeves, 2002). The population for this research consisted of 14 elementary schools within the Rutherford County School district in Middle Tennessee. There were 437 participants (elementary classroom teachers) in the research study. The researcher used the SAS Statistical software (SAS(TM), SAS Institute, Inc., Cary, NC, USA) for all data analysis. Descriptive statistics was used to analyze the survey responses for the normality of distributions. If the data was normally distributed, parametric statistics were used to test the null hypotheses. For null hypotheses 1-6, t tests were used to reveal whether or not mainstreamed teachers had positive attitudes toward ELL students. Additionally, the General Linear Model procedure was used to perform the MANOVA test. The MANOVA test is the Multivariate Analysis of Variance, and it allowed comparison of multiple dependent variables (Mallery, 2006). Elementary mainstreamed teachers had positive attitudes toward class modifications, time constraints, educational environment, general attitudes, and training and support but had negative attitudes about having adequate ELL training. Also, elementary mainstreamed teachers had negative attitudes toward second language acquisition. Finally, the research showed that new teachers were more positive about all of the variables than experienced teachers, and females were more positive than males.
Author : Sandra Jean Hancock
Publisher :
Page : pages
File Size : 40,89 MB
Release : 2010
Category :
ISBN :
ABSTRACT: This study explored the teaching experiences and perceptions of five graduates of the five-year ProTeach teacher education program at the University of Florida who had been teaching ELLS in mainstream elementary classrooms in large districts in public schools in Florida in order to understand the reality that such teachers might face. In addition, it examined their perceptions about the continuities and discontinuities of their university preparation and their teaching realities. Finally, it considered similarities and differences in experiences and perceptions between the two participants who had specialized in teaching ELLs in ProTeach and the three who had specialized in other fields. The conceptual frameworks for the study were teacher socialization and teacher perceptions. Seidman's qualitative methodology of in-depth interviewing from a phenomenological philosophical perspective was used. Participants were interviewed three times; the first was about their life history to provide background; the second was about their experiences teaching ELLs in mainstream elementary classrooms; and the third was about their teacher education to teach ELLs.
Author : Diane Haager
Publisher : John Wiley & Sons
Page : 417 pages
File Size : 20,22 MB
Release : 2009-10-30
Category : Education
ISBN : 0470555521
This hands-on book offers teachers a much-needed resource that will help maximize learning for English Language Learners (ELLs). How to Teach English Language Learners draws on two wide-ranging teacher quality studies and profiles eight educators who have achieved exceptional results with their ELL students. Through highly readable portraits, the authors take readers into these teachers' classrooms, illustrating richly what it is they do differently that yields such great results from English learners. Because most teachers profiled work within a three-tiered Response-to-Intervention framework, the book shows how to implement RTI effectively with ELLs—from providing general reading instruction for the entire classroom to targeted interventions with struggling students. Written by noted ELL educators Diane Haager, Janette K. Klingner, and Terese Aceves, How to Teach English Language Learners is filled with inspiring success stories, teaching tips, activities, discussion questions, and reflections from these outstanding teachers.
Author : Joan C. McCord Mills
Publisher :
Page : 266 pages
File Size : 22,27 MB
Release : 2006
Category : Children
ISBN :
Author : Marguerite G. Lodico
Publisher : John Wiley & Sons
Page : 560 pages
File Size : 43,30 MB
Release : 2010-04-07
Category : Psychology
ISBN : 0470588691
Methods in Educational Research Methods in Educational Research is designed to prepare students for the real world of educational research. It focuses on scientifically-based methods, school accountability, and the professional demands of the twenty-first century, empowering researchers to take an active role in conducting research in their classrooms, districts, and the greater educational community. Like the first edition, this edition helps students, educators, and researchers develop a broad and deep understanding of research methodologies. It includes substantial new content on the impact of No Child Left Behind legislation, school reform, quantitative and qualitative methodologies, logic modeling, action research, and other areas. Special features to assist the teaching and learning processes include vignettes illustrating research tied to practice, suggested readings at the end of each chapter, and discussion questions to reinforce chapter content. Praise for the Previous Edition "A new attempt to make this subject more relevant and appealing to students. Most striking is how useful this book is because it is really grounded in educational research. It is very well written and quite relevant for educational researchers or for the student hoping to become one." -PsycCRITIQUES/American Psychological Association "I applaud the authors for their attempt to cover a wide range of material. The straightforward language of the book helps make the material understandable for readers." -Journal of MultiDisciplinary Evaluation
Author : Hipolita H. Sicignano
Publisher :
Page : 175 pages
File Size : 41,92 MB
Release : 2013
Category :
ISBN :
This study examined what teachers need to effectively implement a new ELL inclusion model for teaching and learning. The quantitative and qualitative components of this study were used to explore what differences, if any, exist between ELL teachers and general education teachers, with respect to professional development, administrative support, communication, peer support, common planning time, knowledge regarding the development of language acquisition, and school culture. Survey, focus groups, and personal interviews indicated that both general education and ELL teachers did not feel supported in the new inclusion program. The study resulted in four important findings. First, the findings indicated a need for appropriate support and training and long-term professional development that would include both general and ELL teachers. Both participant groups agreed that they would like weekly common planning time set into their schedules and support from the school administration. Second, the results indicated a need for further understanding of planning for ELL students. Better communication between ELL and general education teachers could facilitate this understanding. Both groups would like to share data so they can plan effective lessons according to the needs of the ELL students. General education teachers also stated that ELL teachers needed to be held accountable for grading ELL students when they are in subject area classes. Third, the results indicated that both groups of teachers had a different view of the inclusion model. They both would like to have a model classroom to see how to co- teach together, and they both would like to have support from their colleagues. Fourth, the results indicated a need for teachers to receive training in language acquisition and to be provided with a curriculum that will include both ELL and general education teachers so that they can plan together more effectively.
Author : Douglas Fisher
Publisher : National Council of Teachers of English (Ncte)
Page : 196 pages
File Size : 32,90 MB
Release : 2007
Category : Education
ISBN :
Provides practical, research-based strategies for how to integrate teaching of vocabulary, grammar, fluency, and comprehension into the grade-level content of middle and high school English classrooms for English language learners.
Author : Michelle Cerbone
Publisher :
Page : 0 pages
File Size : 20,91 MB
Release : 2022
Category :
ISBN :
The purpose of this qualitative study is to explore the perceptions and practices of teachers providing effective feedback for early elementary-aged English Learners during reading instruction. The participants in this study were 9 elementary teachers who had English Learners in their class during reading instruction, from suburban school districts in the northeastern region of the United States. Guided by Vygotsky's sociocultural theory (1978), in which learning occurs by interactions between teachers and students, the teacher mediates learning through social interactions with the use of learners' Zone of Proximal Development (Lantolf & Thorne, 2006; Lantolf & Beckett, 2009). This study is led by three research questions regarding teachers' practices of providing feedback toward English Learners during reading instruction, an investigation of the perceptions of teachers when they provide feedback specifically toward English Learners, as well as factors that influence their feedback practices. Two methods of data collection were used in this study. Semi-structured in-depth interviews were used to investigate elementary teachers' perceptions and current practices of effective feedback toward English Learners. Additionally, a focus group interview was completed to investigate how the perceptions of teachers may influence their feedback practices as well as factors that influence their feedback in past, present, and future reading lessons. Both methods of data collection were then transcribed, coded, analyzed, and underwent triangulation to ensure consistency of the data. This qualitative study provided an understanding to fill in the gap in the literature to examine elementary teachers' perceptions and practices of providing feedback to early elementary-aged English Learners in terms of what teachers view as effective for ELs in order to promote progress in reading skills. Furthermore, the findings from this qualitative study will assist administrators, curriculum developers, advocates for English Learners, as well as district leaders to find improved forms of professional development regarding the implementation of effective feedback for elementary-aged ELs. Lastly, administrators can provide effective professional development for teachers to better support ELs in reading as well as raise awareness for the need of updated professional development opportunities in the topic of providing feedback for ELs during reading instruction.
Author : Sharon Walpole
Publisher : Guilford Press
Page : 193 pages
File Size : 34,1 MB
Release : 2007-01-24
Category : Language Arts & Disciplines
ISBN : 160623790X
This book provides a research-based framework for making differentiated instruction work in the primary grades. It includes scientifically validated techniques for teaching each component of the beginning reading program. The authors describe how to use assessment to form differentiated small groups and monitor student progress; plan which skills to target and when; and implement carefully selected instructional strategies. Vivid classroom examples illustrate what differentiated instruction looks like in action in each of the primary grades. For additional helpful resources, including classroom-ready lesson plans, teachers can purchase the complementary volume, How to Plan Differentiated Reading Instruction: Resources for Grades K-3.
