國立虎尾科技大學 |

Virtual Professional Development to Increase Knowledge, Use, and Self-Efficacy of Teachers Teaching English Language Learners on Science, Technology, Engineering, Math, and Social Studies Content : = A Mixed Methods Case Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Virtual Professional Development to Increase Knowledge, Use, and Self-Efficacy of Teachers Teaching English Language Learners on Science, Technology, Engineering, Math, and Social Studies Content :/
Reminder of title:	A Mixed Methods Case Study.
Author:	Guerrero, Karen Ann Linsley.
Description:	1 online resource (150 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-05, Section: A.
Contained By:	Dissertations Abstracts International83-05A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798471109667

Virtual Professional Development to Increase Knowledge, Use, and Self-Efficacy of Teachers Teaching English Language Learners on Science, Technology, Engineering, Math, and Social Studies Content : = A Mixed Methods Case Study.
Guerrero, Karen Ann Linsley.

Virtual Professional Development to Increase Knowledge, Use, and Self-Efficacy of Teachers Teaching English Language Learners on Science, Technology, Engineering, Math, and Social Studies Content :A Mixed Methods Case Study. - 1 online resource (150 pages)

Source: Dissertations Abstracts International, Volume: 83-05, Section: A.

Thesis (Ph.D.)--Northcentral University, 2021.

Includes bibliographical references

The number of English language learners in schools has significantly increased over the lastdecade and teachers are not fully prepared to teach this growing population because of limitedtraining and a lack of skills necessary to address academic needs in both language and content.This mixed-methods study explored the effectiveness of an online professional development forincreasing the teachers' knowledge, skills, use, and self-efficacy in teaching science, technology,engineering, math, and social studies content and the English language in tandem with teachers'perceptions of the approach used within the professional development. Vygotsky's socio-culturaltheory and Lave and Wenger's community of practice theory guided the development,documentation and analysis of the impact of the professional development. Twenty-four ArizonaK-12 teachers of English language learners were recruited. The teacher participants completed apre-survey, then the online professional development, and, finally, a post-survey and interview.Dependent t-test results provided evidence the professional development significantly increasedparticipants' self-reported knowledge, use, and self-efficacy to support English languagelearners' academic vocabulary in non-English content areas. The impact of the professionaldevelopment on these three constructs was further supported with data-driven themes generatedfrom the interview data which increased the trustworthiness of the findings. Participantsoverwhelmingly valued the peer interaction for increasing their knowledge and understanding ofeffective pedagogical practices and their self-efficacy in supporting English language learners intheir classrooms. Limitations of the study included time constraints, the self-reporting nature ofthe construct measures, and small sample size. The positive impact of the professionaldevelopment provides support for its validity for increasing knowledge in strategies to teachcontent and language in tandem, greater use of effective strategies while teaching, and increasingiiconfidence in successfully doing so. Administrators focused on increasing teachers' skills withEnglish language learners across content areas should consider broad deployment of theprofessional development. The study should be replicated with expanded access to teachersacross the United States; a larger sample size could provide evidence for generalizability of thefindings and may make a long-term impact on English language learners in today's classrooms.

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

Mode of access: World Wide Web

ISBN: 9798471109667Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Education TechnologyIndex Terms--Genre/Form:

554714
Electronic books.

Virtual Professional Development to Increase Knowledge, Use, and Self-Efficacy of Teachers Teaching English Language Learners on Science, Technology, Engineering, Math, and Social Studies Content : = A Mixed Methods Case Study.
LDR:04037ntm a22003977 4500 001 1145921
005 20240711091414.5
006 m o d
007 cr bn ---uuuuu
008 250605s2021 xx obm 000 0 eng d
020 $a 9798471109667
035 $a (MiAaPQ)AAI28722622
035 $a AAI28722622
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Guerrero, Karen Ann Linsley. $3 1471214
245 1 0 $a Virtual Professional Development to Increase Knowledge, Use, and Self-Efficacy of Teachers Teaching English Language Learners on Science, Technology, Engineering, Math, and Social Studies Content : $b A Mixed Methods Case Study.
264 0 $c 2021
300 $a 1 online resource (150 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: 83-05, Section: A.
500 $a Advisor: Curda, Leslie.
502 $a Thesis (Ph.D.)--Northcentral University, 2021.
504 $a Includes bibliographical references
520 $a The number of English language learners in schools has significantly increased over the lastdecade and teachers are not fully prepared to teach this growing population because of limitedtraining and a lack of skills necessary to address academic needs in both language and content.This mixed-methods study explored the effectiveness of an online professional development forincreasing the teachers' knowledge, skills, use, and self-efficacy in teaching science, technology,engineering, math, and social studies content and the English language in tandem with teachers'perceptions of the approach used within the professional development. Vygotsky's socio-culturaltheory and Lave and Wenger's community of practice theory guided the development,documentation and analysis of the impact of the professional development. Twenty-four ArizonaK-12 teachers of English language learners were recruited. The teacher participants completed apre-survey, then the online professional development, and, finally, a post-survey and interview.Dependent t-test results provided evidence the professional development significantly increasedparticipants' self-reported knowledge, use, and self-efficacy to support English languagelearners' academic vocabulary in non-English content areas. The impact of the professionaldevelopment on these three constructs was further supported with data-driven themes generatedfrom the interview data which increased the trustworthiness of the findings. Participantsoverwhelmingly valued the peer interaction for increasing their knowledge and understanding ofeffective pedagogical practices and their self-efficacy in supporting English language learners intheir classrooms. Limitations of the study included time constraints, the self-reporting nature ofthe construct measures, and small sample size. The positive impact of the professionaldevelopment provides support for its validity for increasing knowledge in strategies to teachcontent and language in tandem, greater use of effective strategies while teaching, and increasingiiconfidence in successfully doing so. Administrators focused on increasing teachers' skills withEnglish language learners across content areas should consider broad deployment of theprofessional development. The study should be replicated with expanded access to teachersacross the United States; a larger sample size could provide evidence for generalizability of thefindings and may make a long-term impact on English language learners in today's classrooms.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a English as a second language. $3 1148422
650 4 $a Science education. $3 1151737
653 $a Education Technology
653 $a English Learners
653 $a Professional Development
653 $a STEM
653 $a Teacher Education
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0441
690 $a 0714
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Northcentral University. $b School of Psychology. $3 1195312
773 0 $t Dissertations Abstracts International $g 83-05A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28722622 $z click for full text (PQDT)