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As Catholic Schools Become More Diverse, How Should We Prepare New Catholic School Educators for Inclusive Schools? An Analysis of Research on University and Diocesan Teacher Training
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In: Journal of Catholic Education (2021)
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A Case Study of the Academic and Social Needs of Hispanic Elementary Dual Language Learners
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In: Doctoral Dissertations and Projects (2021)
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International School Elementary Educators' Transition to a Revised Mathematics Curriculum: A Case Study
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In: Doctoral Dissertations and Projects (2021)
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A Phenomenological Study on the Experiences of Educators of English Language Learners Who Have Self-Determined to Overcome Obstacles to Implementing Best Practices
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In: Doctoral Dissertations and Projects (2021)
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Abstract:
While the English language learner (ELL) population continues to grow at a rapid rate in the United States, teachers find themselves ill-equipped to meet the needs of these students. The purpose of this phenomenological study was to describe how teachers experience and overcome challenges in the acquisition and implementation of best practices for meeting the academic needs of English language learners in the general education setting. The central question of this study was: How do classroom teachers experience and overcome challenges in the acquisition and implementation of best practices to meet the needs of English language learners? The theories guiding this study were Deci and Ryan’s self-determination theory (SDT) and Krashen’s second language acquisition theory (SLA). For this study, self-determination was defined as doing what needs to be done, despite obstacles and challenges. English as a second language (ESL) is defined as the teaching program used to educate non-native English speakers in the school setting. The study was conducted with teachers who have experience with ELLs. Data were collected through questionnaires, efficacy surveys, interviews, and letters of advice. The key findings of this study indicate that teachers are motivated to overcome obstacles to educating ELLs through three avenues: feelings of success in working with the families of ELLs, empathy toward ELLs, and effectively implementing strategies and resources which led to increased self-efficacy. Implications of this study include creating programs for teachers which focus on opportunities for success in meeting student needs. There were indications of a need for intense pre-service training and early professional development experiences for teachers in educating diverse learners to increase feelings of high self-efficacy early in teachers’ tenures.
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Keyword:
Best Practices; Education; Efficacy; Elementary Education; English as a Second Language; English Language Learners; Second Language Acquisition Theory; Self-determination Theory
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URL: https://digitalcommons.liberty.edu/doctoral/2973 https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=4032&context=doctoral
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Strategies for Raising Low Test Scores of Minority Students
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In: Masters Theses (2021)
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Assessing Young Children’s Language and Nonverbal Communication in Oral Personal Narratives
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In: Michigan Reading Journal (2021)
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Building Bridges: Culturally Relevant Teaching with Literature Circles and Multicultural Literature
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In: Michigan Reading Journal (2021)
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Silencing Students' Voices in an Era of Academic Language
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In: Journal of Multilingual Education Research (2021)
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Notes on Contributors to This Volume
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In: Journal of Multilingual Education Research (2021)
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The School Wellness Wheel: Re-Configuring Schools to Become Healing & Resiliency Centered Organizations
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In: National Youth Advocacy and Resilience Conference (2021)
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The Art of Giving a $#!T: A Memoir & Guidebook for Urban Educators
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In: National Youth Advocacy and Resilience Conference (2021)
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Teaching Early Grade Literacy to Migrant Children from Central America and the Dominican Republic ...
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Morphological Interventions Delivered by SLPs and Educators for Kindergarten to Grade 3 Students: A Scoping Review Protocol ...
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The opinion of Slovene (mother tongue) teachers on distance learning in primary schools ; Mnenje učiteljev slovenščine (mater inščine) o poučevanju na daljavo v osnovni šoli
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In: CEPS Journal 11 (2021) Special Issue, S. 383-406 (2021)
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Critical Awareness for Literacy Teachers and Educators in Troubling Times
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In: Literacy Practice and Research (2021)
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Classroom composition, classroom quality and German skills of very young dual language learners and German-only learners
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In: Early Childhood Research Quarterly ; 49 ; 269-281 (2021)
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Segregation in Early Childhood Education and Care in Germany: Insights on Regional Distribution Patterns Using National Educational Studies
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 16 ; 1 ; 36-56 ; Soziale Ungleichheit in der Kindertagesbetreuung (2021)
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Konzeptuelles Wissen aus der Perspektive ein- und mehrsprachiger Grundschulkinder - ein qualitativer Vergleich
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 16 ; 4 ; 435-447 ; Perspektiven von Kindern und Jugendlichen auf sprachliche Diversität und Sprachbildungsprozesse (2021)
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The Visualisation of Polyadic Sustained Shared Thinking Interactions: A Methodological Approach
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 22 ; 2 (2021)
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Zwischen Teilnahme und Beobachtung: Die Rolle einer mehrsprachigen Forscherin in der Ethnografie sprachlicher Bildung im Elementarbereich
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In: Zeitschrift für Qualitative Forschung ; 22 ; 1 ; 57-70 ; Gesellschaftlicher Wandel und die Entwicklung qualitativer Forschung im Feld der Bildung (2021)
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