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Measuring International School Early Year Teachers' Actual and Perceived Knowledge of Strategies to Support Oral Language Development in Early Years.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Measuring International School Early Year Teachers' Actual and Perceived Knowledge of Strategies to Support Oral Language Development in Early Years./
作者:	Erickson-DenHartigh, Elizabeth.
面頁冊數:	1 online resource (194 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
Contained By:	Dissertations Abstracts International85-10A.
標題:	Multicultural education. -
電子資源:	click for full text (PQDT)
ISBN:	9798382307060

Measuring International School Early Year Teachers' Actual and Perceived Knowledge of Strategies to Support Oral Language Development in Early Years.
Erickson-DenHartigh, Elizabeth.

Measuring International School Early Year Teachers' Actual and Perceived Knowledge of Strategies to Support Oral Language Development in Early Years. - 1 online resource (194 pages)

Source: Dissertations Abstracts International, Volume: 85-10, Section: A.

Thesis (Ed.D.)--Bethel University (Minnesota), 2024.

Includes bibliographical references

This dissertation investigates the actual versus perceived knowledge of oral language development strategies among early years teachers in international schools. Employing Prestwich's (2012) "Teacher's Knowledge of Oral Language Development" (TKOLD) survey, it assesses teachers' knowledge in critical areas such as promoting extended discourse and the use of specific vocabulary and rare words to promote oral language development with young learners. This research, the first of its kind among international school early years teachers, collected demographic data and actual and perceived knowledge of strategies to support oral language development. Though the survey response rate was lower than desired and did not reveal statistically significant findings the responses did show some disparity between what teachers know and believe they know. The data recommends further studies and advocates targeted professional development training in specific deficit areas to narrow this knowledge gap. In conclusion, this study did not find substantial evidence to support any of the hypotheses. However, some moderate effect sizes and trends suggest potential areas for further research.

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

Mode of access: World Wide Web

ISBN: 9798382307060Subjects--Topical Terms:

556370
Multicultural education.
Subjects--Index Terms:

Actual knowledgeIndex Terms--Genre/Form:

554714
Electronic books.

Measuring International School Early Year Teachers' Actual and Perceived Knowledge of Strategies to Support Oral Language Development in Early Years.
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520 $a This dissertation investigates the actual versus perceived knowledge of oral language development strategies among early years teachers in international schools. Employing Prestwich's (2012) "Teacher's Knowledge of Oral Language Development" (TKOLD) survey, it assesses teachers' knowledge in critical areas such as promoting extended discourse and the use of specific vocabulary and rare words to promote oral language development with young learners. This research, the first of its kind among international school early years teachers, collected demographic data and actual and perceived knowledge of strategies to support oral language development. Though the survey response rate was lower than desired and did not reveal statistically significant findings the responses did show some disparity between what teachers know and believe they know. The data recommends further studies and advocates targeted professional development training in specific deficit areas to narrow this knowledge gap. In conclusion, this study did not find substantial evidence to support any of the hypotheses. However, some moderate effect sizes and trends suggest potential areas for further research.
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