國立虎尾科技大學 |

Teacher Perceptions of Fostering Student Engagement Through the Use of the TPRS World Language Instructional Method.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Teacher Perceptions of Fostering Student Engagement Through the Use of the TPRS World Language Instructional Method./
作者:	Campbell, Cederia.
面頁冊數:	1 online resource (102 pages)
附註:	Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.
標題:	Elementary education. -
電子資源:	click for full text (PQDT)
ISBN:	9781339851082

Teacher Perceptions of Fostering Student Engagement Through the Use of the TPRS World Language Instructional Method.
Campbell, Cederia.

Teacher Perceptions of Fostering Student Engagement Through the Use of the TPRS World Language Instructional Method. - 1 online resource (102 pages)

Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.

Thesis (Ed.D.)--University of South Carolina, 2016.

Includes bibliographical references

Student engagement among male students in the elementary setting is vital to academic achievement. In the world language classroom, the TPRS (Teaching Proficiency through Reading and Storytelling) method's visual and bodily kinesthetic nature have the potential to appeal to the natural learning styles of elementary male students therefore increasing student engagement. In this qualitative study, I construct and analyze teacher surveys in regards to their perceptions of student engagement among elementary male students when the TPRS method is implemented. I identify common themes in the survey results and analyzed surveys for saturation. Identifying the common themes provided valuable insight in regards to providing elementary male students with learning experiences that encourage active engagement and academic success in the world language classroom.

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

Mode of access: World Wide Web

ISBN: 9781339851082Subjects--Topical Terms:

1148439
Elementary education.
Index Terms--Genre/Form:

554714
Electronic books.

Teacher Perceptions of Fostering Student Engagement Through the Use of the TPRS World Language Instructional Method.
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520 $a Student engagement among male students in the elementary setting is vital to academic achievement. In the world language classroom, the TPRS (Teaching Proficiency through Reading and Storytelling) method's visual and bodily kinesthetic nature have the potential to appeal to the natural learning styles of elementary male students therefore increasing student engagement. In this qualitative study, I construct and analyze teacher surveys in regards to their perceptions of student engagement among elementary male students when the TPRS method is implemented. I identify common themes in the survey results and analyzed surveys for saturation. Identifying the common themes provided valuable insight in regards to providing elementary male students with learning experiences that encourage active engagement and academic success in the world language classroom.
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