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Planning to Co-teach with ELL Teache...

ProQuest Information and Learning Co.

Planning to Co-teach with ELL Teachers : = How Discourse Positions Teachers Within Professional Learning Communities.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Planning to Co-teach with ELL Teachers :/
其他題名:	How Discourse Positions Teachers Within Professional Learning Communities.
作者:	Porter, Cindra.
面頁冊數:	1 online resource (207 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Contained By:	Dissertation Abstracts International79-12A(E).
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9780438153721

Planning to Co-teach with ELL Teachers : = How Discourse Positions Teachers Within Professional Learning Communities.
Porter, Cindra.

Planning to Co-teach with ELL Teachers :How Discourse Positions Teachers Within Professional Learning Communities. - 1 online resource (207 pages)

Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.

Thesis (Ph.D.)--The University of Iowa, 2018.

Includes bibliographical references

This purpose of this single case study was to describe the discursive practices of an ELL teacher and a general education teaching in a co-teaching PLC setting. With the increased use of co-teaching as an approach to English language development supports, it is vital to gain a better understanding of how teachers plan to support the academic learning of English learners, and what language they use in these interactions. This study implemented a qualitative research design based in grounded theory and positioning theory. The results of this study found that the discursive practices of co-teachers were based in the content of topics, the method of discursive interactions, and their previous experiences in co-teaching that formed their interactions.

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

Mode of access: World Wide Web

ISBN: 9780438153721Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Planning to Co-teach with ELL Teachers : = How Discourse Positions Teachers Within Professional Learning Communities.
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500 $a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
500 $a Advisers: Leslie Schrier; Lia Plakans.
502 $a Thesis (Ph.D.)--The University of Iowa, 2018.
504 $a Includes bibliographical references
520 $a This purpose of this single case study was to describe the discursive practices of an ELL teacher and a general education teaching in a co-teaching PLC setting. With the increased use of co-teaching as an approach to English language development supports, it is vital to gain a better understanding of how teachers plan to support the academic learning of English learners, and what language they use in these interactions. This study implemented a qualitative research design based in grounded theory and positioning theory. The results of this study found that the discursive practices of co-teachers were based in the content of topics, the method of discursive interactions, and their previous experiences in co-teaching that formed their interactions.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Educational evaluation. $3 555501
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0443
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of Iowa. $b Teaching & Learning. $3 1192480
773 0 $t Dissertation Abstracts International $g 79-12A(E).
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