國立虎尾科技大學 |

How Do Teachers, Counselors, and Administrators Describe Their Roles in Working with English Language Learners?

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	How Do Teachers, Counselors, and Administrators Describe Their Roles in Working with English Language Learners?/
作者:	Martinez Cabrera, Myrtelina.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	175 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
Contained By:	Dissertations Abstracts International80-10A.
標題:	English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13807163
ISBN:	9781392029022

How Do Teachers, Counselors, and Administrators Describe Their Roles in Working with English Language Learners?
Martinez Cabrera, Myrtelina.

How Do Teachers, Counselors, and Administrators Describe Their Roles in Working with English Language Learners? - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 175 p.

Source: Dissertations Abstracts International, Volume: 80-10, Section: A.

Thesis (Ed.D.)--Rowan University, 2019.

This item must not be sold to any third party vendors.

The purpose of this qualitative phenomenological study was to examine, through a social justice lens, how teachers, counselors and administrators describe their roles when working with English Language learners (ELLs). The study was conducted with four (N = 4) general education teachers ranging from grades 9–12, one ESL teacher (N = 1), one counselor (N = 1), and three administrators (N = 3) in one suburban school with a culturally and linguistically diverse student population. Qualitative data was collected through interviews. Results indicated that teachers lacked the necessary pedological skills and training to effectively instruct ELLs. Furthermore, the study revealed that current practices at the school and district level provided minimal supports and attention to ELLs. Drawing on the findings, the areas that demand attention include: the challenges faced by teachers; current school practices; and the types of supports teachers need. The study concludes with practical suggestions for serving ELLs, providing them with trained teachers and creating an inclusive environment that incorporates a fair and equitable educational experience for ELLs.

ISBN: 9781392029022Subjects--Topical Terms:

1241290
English as a Second Language.
Subjects--Index Terms:

Administrators

How Do Teachers, Counselors, and Administrators Describe Their Roles in Working with English Language Learners?
LDR:02427nam a2200397 4500 001 951810
005 20200821052200.5
008 200914s2019 ||||||||||||||||| ||eng d
020 $a 9781392029022
035 $a (MiAaPQ)AAI13807163
035 $a (MiAaPQ)rowan:10607
035 $a AAI13807163
040 $a MiAaPQ $c MiAaPQ
100 1 $a Martinez Cabrera, Myrtelina. $3 1241293
245 1 0 $a How Do Teachers, Counselors, and Administrators Describe Their Roles in Working with English Language Learners?
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 175 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Wassell, Beth.
502 $a Thesis (Ed.D.)--Rowan University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this qualitative phenomenological study was to examine, through a social justice lens, how teachers, counselors and administrators describe their roles when working with English Language learners (ELLs). The study was conducted with four (N = 4) general education teachers ranging from grades 9–12, one ESL teacher (N = 1), one counselor (N = 1), and three administrators (N = 3) in one suburban school with a culturally and linguistically diverse student population. Qualitative data was collected through interviews. Results indicated that teachers lacked the necessary pedological skills and training to effectively instruct ELLs. Furthermore, the study revealed that current practices at the school and district level provided minimal supports and attention to ELLs. Drawing on the findings, the areas that demand attention include: the challenges faced by teachers; current school practices; and the types of supports teachers need. The study concludes with practical suggestions for serving ELLs, providing them with trained teachers and creating an inclusive environment that incorporates a fair and equitable educational experience for ELLs.
590 $a School code: 1419.
650 4 $a English as a Second Language. $3 1241290
650 4 $a Educational leadership. $3 585508
650 4 $a Educational administration. $3 1148465
650 4 $a Secondary education. $3 1179560
653 $a Administrators
653 $a Counselors
653 $a English language learners
653 $a Teachers
690 $a 0441
690 $a 0449
690 $a 0514
690 $a 0533
710 2 $a Rowan University. $b Educational Leadership. $3 1185836
773 0 $t Dissertations Abstracts International $g 80-10A.
790 $a 1419
791 $a Ed.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13807163