國立虎尾科技大學 |

The Impact of Title I, Third-Grade General Education Teachers' Experience, Coursework, and Effectiveness on Their English Language Learners' Language Proficiency.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Impact of Title I, Third-Grade General Education Teachers' Experience, Coursework, and Effectiveness on Their English Language Learners' Language Proficiency./
Author:	Bornea, Maria.
Description:	1 online resource (122 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9780355971156

The Impact of Title I, Third-Grade General Education Teachers' Experience, Coursework, and Effectiveness on Their English Language Learners' Language Proficiency.
Bornea, Maria.

The Impact of Title I, Third-Grade General Education Teachers' Experience, Coursework, and Effectiveness on Their English Language Learners' Language Proficiency. - 1 online resource (122 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.Ed.Lead.)--Union University, 2018.

Includes bibliographical references

The purpose of this study was to examine the impact of Title I, third-grade general education teachers' experience, coursework, and effectiveness on their English language learners' (ELL) language proficiency. The participants were 39 third-grade ELL students from six Title I elementary schools in a suburban county in Middle Tennessee and their regular classroom teachers. Student data were collected from the WIDA ACCESS for ELLs (Assessing Comprehension and Communication in English State-to-State for English Language Learners) that is a secure large-scale English- language proficiency assessment given to kindergarten through 12th graders who have been identified as ELLs. Teacher data were collected from a closed-ended questions survey including teachers' names and three questions regarding teachers' years of experience, amount of ELL-related coursework taken, and effectiveness by the end of the 2016--2017 school year. The students' WIDA ACCESS scores and the teachers' survey results were examined using linear regression analysis. The findings in this study showed that teachers' experience, coursework, and level of overall effectiveness could not statistically significantly predict WIDA scores. Further implications of the results are discussed.

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

Mode of access: World Wide Web

ISBN: 9780355971156Subjects--Topical Terms:

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

554714
Electronic books.

The Impact of Title I, Third-Grade General Education Teachers' Experience, Coursework, and Effectiveness on Their English Language Learners' Language Proficiency.
LDR:02601ntm a2200349Ki 4500 001 919839
005 20181130083351.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355971156
035 $a (MiAaPQ)AAI10785402
035 $a (MiAaPQ)uniontn:10010
035 $a AAI10785402
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Bornea, Maria. $3 1194493
245 1 4 $a The Impact of Title I, Third-Grade General Education Teachers' Experience, Coursework, and Effectiveness on Their English Language Learners' Language Proficiency.
264 0 $c 2018
300 $a 1 online resource (122 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: 79-09(E), Section: A.
500 $a Adviser: Sharon Chaney.
502 $a Thesis (Ed.D.Ed.Lead.)--Union University, 2018.
504 $a Includes bibliographical references
520 $a The purpose of this study was to examine the impact of Title I, third-grade general education teachers' experience, coursework, and effectiveness on their English language learners' (ELL) language proficiency. The participants were 39 third-grade ELL students from six Title I elementary schools in a suburban county in Middle Tennessee and their regular classroom teachers. Student data were collected from the WIDA ACCESS for ELLs (Assessing Comprehension and Communication in English State-to-State for English Language Learners) that is a secure large-scale English- language proficiency assessment given to kindergarten through 12th graders who have been identified as ELLs. Teacher data were collected from a closed-ended questions survey including teachers' names and three questions regarding teachers' years of experience, amount of ELL-related coursework taken, and effectiveness by the end of the 2016--2017 school year. The students' WIDA ACCESS scores and the teachers' survey results were examined using linear regression analysis. The findings in this study showed that teachers' experience, coursework, and level of overall effectiveness could not statistically significantly predict WIDA scores. Further implications of the results are discussed.
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
650 4 $a Elementary education. $3 1148439
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0441
690 $a 0524
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Union University. $b Education. $3 1188144
773 0 $t Dissertation Abstracts International $g 79-09A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10785402 $z click for full text (PQDT)