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

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Impact of Title I, Third-Grade General Education Teachers' Experience, Coursework, and Effectiveness on Their English Language Learners' Language Proficiency./
作者:	Bornea, Maria.
面頁冊數:	1 online resource (122 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Educational leadership. -
電子資源:	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.
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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.
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