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Elementary Teachers' Knowledge, Practices, and Perceptions of Teaching English Learners.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Elementary Teachers' Knowledge, Practices, and Perceptions of Teaching English Learners./
Author:	Adams, Wauchilue D.
Description:	1 online resource (100 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9780355301724

Elementary Teachers' Knowledge, Practices, and Perceptions of Teaching English Learners.
Adams, Wauchilue D.

Elementary Teachers' Knowledge, Practices, and Perceptions of Teaching English Learners. - 1 online resource (100 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (D.Ed.)

Includes bibliographical references

For decades, the academic achievement of English Learners (ELs) has consistently fallen below that of non-ELs on standardized achievement tests. The purpose of this inquiry was to examine the continuous achievement gap between ELs and non-ELs and to understand how the knowledge, practices, and perceptions applied when teaching ELs can impact the academic progress of ELs in elementary schools. This study focused specifically on teachers in Title I schools, because nearly half of the elementary ELs in the district attended a Title I school.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355301724Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

Elementary Teachers' Knowledge, Practices, and Perceptions of Teaching English Learners.
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099 $a TUL $f hyy $c available through World Wide Web
100 1 $a Adams, Wauchilue D. $3 1181775
245 1 0 $a Elementary Teachers' Knowledge, Practices, and Perceptions of Teaching English Learners.
264 0 $c 2017
300 $a 1 online resource (100 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
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500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Advisers: Margaret J. McLaughlin; Drew S. Fagan.
502 $a Thesis (D.Ed.) $c University of Maryland, College Park $d 2017.
504 $a Includes bibliographical references
520 $a For decades, the academic achievement of English Learners (ELs) has consistently fallen below that of non-ELs on standardized achievement tests. The purpose of this inquiry was to examine the continuous achievement gap between ELs and non-ELs and to understand how the knowledge, practices, and perceptions applied when teaching ELs can impact the academic progress of ELs in elementary schools. This study focused specifically on teachers in Title I schools, because nearly half of the elementary ELs in the district attended a Title I school.
520 $a Bay Shore Public Schools served as the site for this this study. During the data collection process, the researcher sent an electronic survey to the 50 intermediate teachers (Grades 3, 4, and 5) working at the four Title I elementary schools in the district. This effort resulted in a 50% response rate. The survey included 14 questions and 79 indicators that examined the following: teachers' knowledge about the federal and state laws, policies, and assessments; specific instructional strategies and practices employed when teaching ELs; specific instructional materials used during instruction; available supports for ELs; and perceptions about the instruction of ELs. The survey revealed that (a) the majority of the respondents had little-to-no knowledge of the laws and regulations that governed their work; (b) most respondents used only 11 out of 20 recommended instructional strategies daily; and (c) the use of specific materials and suggested supports during instruction varied in frequency. The data also revealed that the demographic characteristics of the respondents did not seem to impact their responses, specifically in terms of their perceptions.
520 $a The findings resulted in a number of recommendations for future studies, particularly for relatively small districts that may be considered low-incidence and have teachers with little-to-no first-hand experience teaching ELs. Based on the results of this study, future research studies should utilize case studies to examine the actual interactions between ELs and their non-EL peers and between ELs and their teachers. Researchers might also apply positioning theory to examine how the interactions change from situation to situation and the impact on the resulting academic outcomes for ELs. Additionally, future inquiries might involve the examination of local policies and practices to identify the types and degree of communication between ESOL teachers and classroom teachers that facilitates understanding ELs' performance on ACCESS and what the outcomes mean.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a English as a second language. $3 1148422
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0441
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Maryland, College Park. $b Education Policy, and Leadership. $3 1181776
773 0 $t Dissertation Abstracts International $g 79-01A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10286252 $z click for full text (PQDT)