國立虎尾科技大學 |

School Leaders' Efficacies and Perceptions on the English Language Proficiency Standards (ELPS) and the Texas English Language Proficiency Assessment System (TELPAS) in Bilingual and English as a Second Language (ESL) Classrooms.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	School Leaders' Efficacies and Perceptions on the English Language Proficiency Standards (ELPS) and the Texas English Language Proficiency Assessment System (TELPAS) in Bilingual and English as a Second Language (ESL) Classrooms./
作者:	Moreno-Recio, Pilar.
面頁冊數:	1 online resource (275 pages)
附註:	Source: Dissertations Abstracts International, Volume: 80-02, Section: A.
Contained By:	Dissertations Abstracts International80-02A.
標題:	Bilingual education. -
電子資源:	click for full text (PQDT)
ISBN:	9780438264809

School Leaders' Efficacies and Perceptions on the English Language Proficiency Standards (ELPS) and the Texas English Language Proficiency Assessment System (TELPAS) in Bilingual and English as a Second Language (ESL) Classrooms.
Moreno-Recio, Pilar.

School Leaders' Efficacies and Perceptions on the English Language Proficiency Standards (ELPS) and the Texas English Language Proficiency Assessment System (TELPAS) in Bilingual and English as a Second Language (ESL) Classrooms. - 1 online resource (275 pages)

Source: Dissertations Abstracts International, Volume: 80-02, Section: A.

Thesis (Ed.D.)--University of Houston-Clear Lake, 2018.

Includes bibliographical references

The purpose of this sequential mixed method study was to determine if there were differences between central office administrators', school administrators', and bilingual and English as a second language (ESL) teachers' overall and levels of action, self-regulation, and means efficacies, when controlling for years of experience with bilingual and ESL classrooms and hours of training on the English language proficiency standards (ELPS) and the Texas English Language Proficiency Assessment System (TELPAS) training and their schools' TELPAS composite scores. Additionally, the study focused on the leaders' perceptions about the implementation of the ELPS and TELPAS in their bilingual and ESL classrooms. In the explanatory sequential mixed method design, the quantitative data collection phase included the data survey analysis from a purposeful sample of 150 leaders in a large urban school district in Texas. The qualitative phase involved data analysis from face-to-face interviews from a purposeful sample of 24 leaders. Results indicated that there were significant differences among the leaders' overall efficacies and the leaders' different efficacies: action, means, and self-regulation when controlling for leaders' hours of ELPS training, but not when controlling for years of experience. Leaders' perceptions on the ELPS and TELPAS professional development revealed the importance of the ELPS and TELPAS trainings as support for teachers and students; value of integrating and implementing trainings; the positives of revisiting ELPS training; the value of professional learning communities; TELPAS isolation; and positive district support. The ELPS and TELPAS, professional learning communities, district systems, and objectivity of rating with the new online TELPAS tests were positives. Areas for growth included developing teachers' knowledge on the ELPS, need for school administrators' instructional leadership; their advocacy for ELPS and TELPAS; need for differentiated instruction; the need for more objective rating with TELPAS; the logistics and format of the new TELPAS online testing; and teachers' fear and stress with TELPAS. Recommendations included long-range strategic planning; the implementation of a two-way dual language program model; hiring for ELPS and TELPAS school instructional leadership; implementation of shared learning goals and linguistically accommodated instruction as part of a viable curriculum; professional development with systemic follow-up and coaching of teachers; monitoring of goals through the English language learners' talks, portfolio-based assessment, and instructional rounds.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9780438264809Subjects--Topical Terms:

1148431
Bilingual education.
Subjects--Index Terms:

Bilingual/ESL educationIndex Terms--Genre/Form:

554714
Electronic books.

School Leaders' Efficacies and Perceptions on the English Language Proficiency Standards (ELPS) and the Texas English Language Proficiency Assessment System (TELPAS) in Bilingual and English as a Second Language (ESL) Classrooms.
LDR:04435ntm a22004577 4500 001 1144403
005 20240611104217.5
006 m o d
007 cr mn ---uuuuu
008 250605s2018 xx obm 000 0 eng d
020 $a 9780438264809
035 $a (MiAaPQ)AAI10956635
035 $a (MiAaPQ)1251vireo:81Moreno-Recio
035 $a AAI10956635
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Moreno-Recio, Pilar. $3 1469409
245 1 0 $a School Leaders' Efficacies and Perceptions on the English Language Proficiency Standards (ELPS) and the Texas English Language Proficiency Assessment System (TELPAS) in Bilingual and English as a Second Language (ESL) Classrooms.
264 0 $c 2018
300 $a 1 online resource (275 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: 80-02, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Corrales, Antonio.
502 $a Thesis (Ed.D.)--University of Houston-Clear Lake, 2018.
504 $a Includes bibliographical references
520 $a The purpose of this sequential mixed method study was to determine if there were differences between central office administrators', school administrators', and bilingual and English as a second language (ESL) teachers' overall and levels of action, self-regulation, and means efficacies, when controlling for years of experience with bilingual and ESL classrooms and hours of training on the English language proficiency standards (ELPS) and the Texas English Language Proficiency Assessment System (TELPAS) training and their schools' TELPAS composite scores. Additionally, the study focused on the leaders' perceptions about the implementation of the ELPS and TELPAS in their bilingual and ESL classrooms. In the explanatory sequential mixed method design, the quantitative data collection phase included the data survey analysis from a purposeful sample of 150 leaders in a large urban school district in Texas. The qualitative phase involved data analysis from face-to-face interviews from a purposeful sample of 24 leaders. Results indicated that there were significant differences among the leaders' overall efficacies and the leaders' different efficacies: action, means, and self-regulation when controlling for leaders' hours of ELPS training, but not when controlling for years of experience. Leaders' perceptions on the ELPS and TELPAS professional development revealed the importance of the ELPS and TELPAS trainings as support for teachers and students; value of integrating and implementing trainings; the positives of revisiting ELPS training; the value of professional learning communities; TELPAS isolation; and positive district support. The ELPS and TELPAS, professional learning communities, district systems, and objectivity of rating with the new online TELPAS tests were positives. Areas for growth included developing teachers' knowledge on the ELPS, need for school administrators' instructional leadership; their advocacy for ELPS and TELPAS; need for differentiated instruction; the need for more objective rating with TELPAS; the logistics and format of the new TELPAS online testing; and teachers' fear and stress with TELPAS. Recommendations included long-range strategic planning; the implementation of a two-way dual language program model; hiring for ELPS and TELPAS school instructional leadership; implementation of shared learning goals and linguistically accommodated instruction as part of a viable curriculum; professional development with systemic follow-up and coaching of teachers; monitoring of goals through the English language learners' talks, portfolio-based assessment, and instructional rounds.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Bilingual education. $3 1148431
650 4 $a Educational administration. $3 1148465
650 4 $a Curriculum development. $3 1148494
650 4 $a English as a second language. $3 1148422
653 $a Bilingual/ESL education
653 $a English language proficiency standards
653 $a English learners
653 $a Hours of professional development
653 $a Language assessments
653 $a School leaders' efficacy
653 $a Years of experience
655 7 $a Electronic books. $2 local $3 554714
690 $a 0282
690 $a 0441
690 $a 0514
690 $a 0727
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Houston-Clear Lake. $3 1187299
773 0 $t Dissertations Abstracts International $g 80-02A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10956635 $z click for full text (PQDT)