國立虎尾科技大學 |

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:	Early childhood 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:

557157
Early childhood 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.
LDR:02700ntm a22004217 4500 001 1148377
005 20240924101909.5
006 m o d
007 cr bn ---uuuuu
008 250605s2024 xx obm 000 0 eng d
020 $a 9798382307060
035 $a (MiAaPQ)AAI31149181
035 $a AAI31149181
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Erickson-DenHartigh, Elizabeth. $3 1474326
245 1 0 $a Measuring International School Early Year Teachers' Actual and Perceived Knowledge of Strategies to Support Oral Language Development in Early Years.
264 0 $c 2024
300 $a 1 online resource (194 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: 85-10, Section: A.
500 $a Advisor: Lindstrom, Michael.
502 $a Thesis (Ed.D.)--Bethel University (Minnesota), 2024.
504 $a Includes bibliographical references
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Early childhood education. $3 557157
650 4 $a Reading instruction. $3 1148440
650 4 $a Educational leadership. $3 585508
650 4 $a Language. $3 571568
650 4 $a Multicultural education. $3 556370
653 $a Actual knowledge
653 $a Early literacy
653 $a International schools
653 $a Oral language development
653 $a Perceived knowledge
655 7 $a Electronic books. $2 local $3 554714
690 $a 0518
690 $a 0535
690 $a 0449
690 $a 0455
690 $a 0679
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Bethel University (Minnesota). $b K-12 Administration. $3 1474327
773 0 $t Dissertations Abstracts International $g 85-10A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31149181 $z click for full text (PQDT)