國立虎尾科技大學 |

Elementary English for Speakers of Other Language Teachers' Perceptions of the Push-In Program to Support Mathematics Skills.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Elementary English for Speakers of Other Language Teachers' Perceptions of the Push-In Program to Support Mathematics Skills./
作者:	Henry, Joye E.
面頁冊數:	1 online resource (318 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9780438115637

Elementary English for Speakers of Other Language Teachers' Perceptions of the Push-In Program to Support Mathematics Skills.
Henry, Joye E.

Elementary English for Speakers of Other Language Teachers' Perceptions of the Push-In Program to Support Mathematics Skills. - 1 online resource (318 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ed.D.)--Walden University, 2018.

Includes bibliographical references

Educators in a local southeastern U.S. elementary school are concerned that English language learners are not meeting mandated mathematics achievement requirements on state tests. This case study explored how 12 Grades 3 through 5 English for speakers of other language (ESOL) teachers who were purposely selected, described the push-in program model for mathematics instruction. The study examined how the teachers delivered the push-in ESOL program and the instructional strategies they used. The conceptual framework was guided by Bandura's social learning theory and language acquisition theories and informed by Krashen's second language acquisition theory, Cummins's language proficiency theory, and Collier's second language acquisition theory. Observations, interviews, and documents were analyzed using inductive coding to identify themes: teachers build success through knowledge of second language acquisition, teachers build success by using knowledge of students' cultures and background, teachers build success by being highly qualified and participating in professional development, teachers build success through collaboration, and teachers struggle to meet the needs of all students. Additional themes emerged that informed the subquestions of how teachers delivered instruction to ESOL students in the push-in program: teachers create a positive and supportive learning environment, teachers use research-based instructional strategies and teachers use a variety of data to promote student learning. The project developed from the findings is a 3-day professional development seminar for ESOL teachers and classroom teachers designed to build coteaching skills. The expected implication for social change is the development of a collaborative environment within the school that will promote student achievement.

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

Mode of access: World Wide Web

ISBN: 9780438115637Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Elementary English for Speakers of Other Language Teachers' Perceptions of the Push-In Program to Support Mathematics Skills.
LDR:03144ntm a2200361Ki 4500 001 919808
005 20181129120549.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780438115637
035 $a (MiAaPQ)AAI10831563
035 $a (MiAaPQ)waldenu:20950
035 $a AAI10831563
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Henry, Joye E. $3 1194458
245 1 0 $a Elementary English for Speakers of Other Language Teachers' Perceptions of the Push-In Program to Support Mathematics Skills.
264 0 $c 2018
300 $a 1 online resource (318 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: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
500 $a Adviser: Gloria Jacobs.
502 $a Thesis (Ed.D.)--Walden University, 2018.
504 $a Includes bibliographical references
520 $a Educators in a local southeastern U.S. elementary school are concerned that English language learners are not meeting mandated mathematics achievement requirements on state tests. This case study explored how 12 Grades 3 through 5 English for speakers of other language (ESOL) teachers who were purposely selected, described the push-in program model for mathematics instruction. The study examined how the teachers delivered the push-in ESOL program and the instructional strategies they used. The conceptual framework was guided by Bandura's social learning theory and language acquisition theories and informed by Krashen's second language acquisition theory, Cummins's language proficiency theory, and Collier's second language acquisition theory. Observations, interviews, and documents were analyzed using inductive coding to identify themes: teachers build success through knowledge of second language acquisition, teachers build success by using knowledge of students' cultures and background, teachers build success by being highly qualified and participating in professional development, teachers build success through collaboration, and teachers struggle to meet the needs of all students. Additional themes emerged that informed the subquestions of how teachers delivered instruction to ESOL students in the push-in program: teachers create a positive and supportive learning environment, teachers use research-based instructional strategies and teachers use a variety of data to promote student learning. The project developed from the findings is a 3-day professional development seminar for ESOL teachers and classroom teachers designed to build coteaching skills. The expected implication for social change is the development of a collaborative environment within the school that will promote student achievement.
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 English as a second language. $3 1148422
650 4 $a Elementary education. $3 1148439
650 4 $a Mathematics education. $3 1148686
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0441
690 $a 0524
690 $a 0280
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Walden University. $b Education. $3 1148424
773 0 $t Dissertation Abstracts International $g 79-11A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10831563 $z click for full text (PQDT)