國立虎尾科技大學 |

Teachers' attitudes towards English language learners in rural schools implementing sheltered English and English as a Second Language compared to teachers' attitudes in schools with no clearly defined model of language services.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Teachers' attitudes towards English language learners in rural schools implementing sheltered English and English as a Second Language compared to teachers' attitudes in schools with no clearly defined model of language services./
作者:	Smith, Mary R.
面頁冊數:	1 online resource (129 pages)
附註:	Source: Dissertations Abstracts International, Volume: 71-11, Section: A.
Contained By:	Dissertations Abstracts International71-11A.
標題:	English as a second language. -
電子資源:	click for full text (PQDT)
ISBN:	9781109710717

Teachers' attitudes towards English language learners in rural schools implementing sheltered English and English as a Second Language compared to teachers' attitudes in schools with no clearly defined model of language services.
Smith, Mary R.

Teachers' attitudes towards English language learners in rural schools implementing sheltered English and English as a Second Language compared to teachers' attitudes in schools with no clearly defined model of language services. - 1 online resource (129 pages)

Source: Dissertations Abstracts International, Volume: 71-11, Section: A.

Thesis (Ed.D.)--University of Nebraska at Omaha, 2010.

Includes bibliographical references

The need for accurate information about teachers' attitudes towards ELL student services in low incidence districts is essential. The purpose of this posttest-only comparative efficacy study was to determine elementary ( n = 28) and secondary teachers' (n = 28) reported attitudes on the Survey of Teachers in Rural, Low Incidence ELL School Districts (Reeves, 2006) about (a) general beliefs, (b) practices, (c) impact of inclusion, and (d) teacher supports towards English Language Learners in rural low incidence schools with a dual program model of Sheltered English and English as a Second Language compared to elementary ( n = 28) and secondary teachers' (n = 28) reported attitudes about (a) general beliefs, (b) practices, (c) impact of inclusion, and (d) teacher support towards English Language Learners in schools with no clearly defined model of language services. Null hypothesis were not rejected for teachers' reported attitudes about general beliefs (F(3, 108) = 1.29, p = .28), impact of inclusion, (F(3, 108) = 0.42, p = .74), and teacher supports (F(3, 108) = 1.18, p = .32). However, the null hypothesis was rejected for teachers' reported attitudes about practices (F(3, 108) = 4.82, p = .003). Overall, secondary teachers in schools with no clearly defined model of language services reported resistance to providing service to language diverse students appropriate to second language acquisition provided the greatest source of teachers' reported attitudes about practices post hoc contrast compared to elementary teachers in schools with a dual program model of Sheltered English and English as a Second Language and elementary teachers in rural schools with no clearly defined model of language services. Implications for professional development are discussed.

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

Mode of access: World Wide Web

ISBN: 9781109710717Subjects--Topical Terms:

1148422
English as a second language.
Subjects--Index Terms:

Compared to no language servicesIndex Terms--Genre/Form:

554714
Electronic books.

Teachers' attitudes towards English language learners in rural schools implementing sheltered English and English as a Second Language compared to teachers' attitudes in schools with no clearly defined model of language services.
LDR:03480ntm a22004337 4500 001 1144523
005 20240611104247.5
006 m o d
007 cr mn ---uuuuu
008 250605s2010 xx obm 000 0 eng d
020 $a 9781109710717
035 $a (MiAaPQ)AAI3398175
035 $a (MiAaPQ)unomaha:10140
035 $a AAI3398175
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Smith, Mary R. $3 1469583
245 1 0 $a Teachers' attitudes towards English language learners in rural schools implementing sheltered English and English as a Second Language compared to teachers' attitudes in schools with no clearly defined model of language services.
264 0 $c 2010
300 $a 1 online resource (129 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: 71-11, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Hill, John W.
502 $a Thesis (Ed.D.)--University of Nebraska at Omaha, 2010.
504 $a Includes bibliographical references
520 $a The need for accurate information about teachers' attitudes towards ELL student services in low incidence districts is essential. The purpose of this posttest-only comparative efficacy study was to determine elementary ( n = 28) and secondary teachers' (n = 28) reported attitudes on the Survey of Teachers in Rural, Low Incidence ELL School Districts (Reeves, 2006) about (a) general beliefs, (b) practices, (c) impact of inclusion, and (d) teacher supports towards English Language Learners in rural low incidence schools with a dual program model of Sheltered English and English as a Second Language compared to elementary ( n = 28) and secondary teachers' (n = 28) reported attitudes about (a) general beliefs, (b) practices, (c) impact of inclusion, and (d) teacher support towards English Language Learners in schools with no clearly defined model of language services. Null hypothesis were not rejected for teachers' reported attitudes about general beliefs (F(3, 108) = 1.29, p = .28), impact of inclusion, (F(3, 108) = 0.42, p = .74), and teacher supports (F(3, 108) = 1.18, p = .32). However, the null hypothesis was rejected for teachers' reported attitudes about practices (F(3, 108) = 4.82, p = .003). Overall, secondary teachers in schools with no clearly defined model of language services reported resistance to providing service to language diverse students appropriate to second language acquisition provided the greatest source of teachers' reported attitudes about practices post hoc contrast compared to elementary teachers in schools with a dual program model of Sheltered English and English as a Second Language and elementary teachers in rural schools with no clearly defined model of language services. Implications for professional development are discussed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a English as a second language. $3 1148422
650 4 $a Educational administration. $3 1148465
650 4 $a Language. $3 571568
650 4 $a Models. $3 1469585
650 4 $a Teacher attitudes. $3 1466823
650 4 $a School administration. $3 1180066
653 $a Compared to no language services
653 $a English as a Second Language
653 $a English language learners
653 $a Rural schools
653 $a Sheltered English
653 $a Teachers' attitudes
655 7 $a Electronic books. $2 local $3 554714
690 $a 0441
690 $a 0514
690 $a 0679
710 2 $a University of Nebraska at Omaha. $b Educational Administration and Supervision. $3 1469584
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 71-11A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3398175 $z click for full text (PQDT)