國立虎尾科技大學 |

K-12 Teachers' Perceptions of Preparedness and Training to Provide Instruction and Support to English Language Learners.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	K-12 Teachers' Perceptions of Preparedness and Training to Provide Instruction and Support to English Language Learners./
Author:	Doxsee, Rebecca N.
Description:	1 online resource (155 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
Contained By:	Dissertations Abstracts International85-02A.
Subject:	Curriculum development. -
Online resource:	click for full text (PQDT)
ISBN:	9798380146333

K-12 Teachers' Perceptions of Preparedness and Training to Provide Instruction and Support to English Language Learners.
Doxsee, Rebecca N.

K-12 Teachers' Perceptions of Preparedness and Training to Provide Instruction and Support to English Language Learners. - 1 online resource (155 pages)

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

Thesis (Ed.D.)--Lincoln Memorial University, 2023.

Includes bibliographical references

The increased number of English language learners in the general education classroom created the need for teachers to be knowledgeable about how to instruct and support English language learners. Due to the minimal extant literature related to K-12 teachers' preparedness and training, specifically regarding English language learners, the purpose of this qualitative, interpretive study was to examine the perceptions of Tennessee K-12 teachers related to preparedness and training to provide instruction and support to English language learners in the general education classroom. I emailed the questionnaire to 63 potential participants and received questionnaire responses from 44 (69.84%) K-12 teachers. I analyzed the data using open, axial, and selective coding to generate three themes for my first research question and two themes for my second research question. K-12 teachers believed college coursework fell short of providing strategies, knowledge, and skills on instruction to English language learners in the general education classroom. Teacher preparedness could be improved with additional coursework and focused professional development related to English language learners in the general education classroom. Results also included K-12 teachers reported the need for more professional development to feel adequately prepared to provide instruction and support to English language learners.

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

Mode of access: World Wide Web

ISBN: 9798380146333Subjects--Topical Terms:

1148494
Curriculum development.
Subjects--Index Terms:

English language learnersIndex Terms--Genre/Form:

554714
Electronic books.

K-12 Teachers' Perceptions of Preparedness and Training to Provide Instruction and Support to English Language Learners.
LDR:02799ntm a22003857 4500 001 1146151
005 20240711092054.5
006 m o d
007 cr bn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798380146333
035 $a (MiAaPQ)AAI30529354
035 $a AAI30529354
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Doxsee, Rebecca N. $3 1471493
245 1 0 $a K-12 Teachers' Perceptions of Preparedness and Training to Provide Instruction and Support to English Language Learners.
264 0 $c 2023
300 $a 1 online resource (155 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: 85-02, Section: A.
500 $a Advisor: Powers, Bethany.
502 $a Thesis (Ed.D.)--Lincoln Memorial University, 2023.
504 $a Includes bibliographical references
520 $a The increased number of English language learners in the general education classroom created the need for teachers to be knowledgeable about how to instruct and support English language learners. Due to the minimal extant literature related to K-12 teachers' preparedness and training, specifically regarding English language learners, the purpose of this qualitative, interpretive study was to examine the perceptions of Tennessee K-12 teachers related to preparedness and training to provide instruction and support to English language learners in the general education classroom. I emailed the questionnaire to 63 potential participants and received questionnaire responses from 44 (69.84%) K-12 teachers. I analyzed the data using open, axial, and selective coding to generate three themes for my first research question and two themes for my second research question. K-12 teachers believed college coursework fell short of providing strategies, knowledge, and skills on instruction to English language learners in the general education classroom. Teacher preparedness could be improved with additional coursework and focused professional development related to English language learners in the general education classroom. Results also included K-12 teachers reported the need for more professional development to feel adequately prepared to provide instruction and support to English language learners.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Curriculum development. $3 1148494
650 4 $a Language. $3 571568
650 4 $a Education. $3 555912
653 $a English language learners
653 $a General educators
653 $a K-12 teachers
653 $a Training
655 7 $a Electronic books. $2 local $3 554714
690 $a 0727
690 $a 0679
690 $a 0515
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Lincoln Memorial University. $b Education. $3 1191909
773 0 $t Dissertations Abstracts International $g 85-02A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30529354 $z click for full text (PQDT)