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Middle School General Education Teachers’ Instruction of English Language Learners = = Instruccion de los maestros de educacion general de la escuela intermedia para los estudiantes del idioma ingles.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Middle School General Education Teachers’ Instruction of English Language Learners =/
Reminder of title:	Instruccion de los maestros de educacion general de la escuela intermedia para los estudiantes del idioma ingles.
Author:	Nelson, Lakisha Mitchelle.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	146 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
Contained By:	Dissertations Abstracts International82-04A.
Subject:	English as a second language--ESL. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28148504
ISBN:	9798672190457

Middle School General Education Teachers’ Instruction of English Language Learners = = Instruccion de los maestros de educacion general de la escuela intermedia para los estudiantes del idioma ingles.
Nelson, Lakisha Mitchelle.

Middle School General Education Teachers’ Instruction of English Language Learners =Instruccion de los maestros de educacion general de la escuela intermedia para los estudiantes del idioma ingles. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 146 p.

Source: Dissertations Abstracts International, Volume: 82-04, Section: A.

Thesis (Ed.D.)--Walden University, 2021.

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

In a southeastern state, Grade 7 and 8 middle school general education teachers were not implementing cultural and individual instructional strategies consistently to support the academic achievement of the growing population of English language learners (ELLs). The purpose and key research questions of this qualitative study were designed to (a) identify what cultural relevant instructional strategies Grades 7 and 8 middle school general education teachers implement, (b) identify what individual relevant instructional strategies, and (c) understand what perceptions teachers have regarding strategies to facilitate consistent implementation of cultural and individual instruction to support ELLs. The conceptual frameworks guiding this study were sociocultural and self-efficacy theories. The nine participants were middle school (i.e., Grade 7 and 8) general education teachers from a school district in a southeastern state. Data were gathered through semistructured interviews, which were transcribed and analyzed for emerging themes. The identified themes included teachers’ beliefs in their abilities to provide consistent instruction to support ELLs, use of varied individual instructional strategies to support ELLs, use of varied cultural instructional strategies to support the needs of ELLs, and their want of preparation and relevant professional development to instruct ELLs. A position paper was created for presentation to district leadership outlining a course of action intended to increase teachers’ knowledge, skills, and perceived ability for supporting ELLs. The project study findings have implications for positive social change, including identifying areas where professional development and focused instruction on the cultural and individual needs of ELLs increase teachers’ knowledge, skills, consistency, and perceived ability to support ELLs in the local school district.

ISBN: 9798672190457Subjects--Topical Terms:

1241312
English as a second language--ESL.
Subjects--Index Terms:

Diverse learners

Middle School General Education Teachers’ Instruction of English Language Learners = = Instruccion de los maestros de educacion general de la escuela intermedia para los estudiantes del idioma ingles.
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245 1 0 $a Middle School General Education Teachers’ Instruction of English Language Learners = $b Instruccion de los maestros de educacion general de la escuela intermedia para los estudiantes del idioma ingles.
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500 $a Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
500 $a Advisor: McCraney, Michelle.
502 $a Thesis (Ed.D.)--Walden University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a In a southeastern state, Grade 7 and 8 middle school general education teachers were not implementing cultural and individual instructional strategies consistently to support the academic achievement of the growing population of English language learners (ELLs). The purpose and key research questions of this qualitative study were designed to (a) identify what cultural relevant instructional strategies Grades 7 and 8 middle school general education teachers implement, (b) identify what individual relevant instructional strategies, and (c) understand what perceptions teachers have regarding strategies to facilitate consistent implementation of cultural and individual instruction to support ELLs. The conceptual frameworks guiding this study were sociocultural and self-efficacy theories. The nine participants were middle school (i.e., Grade 7 and 8) general education teachers from a school district in a southeastern state. Data were gathered through semistructured interviews, which were transcribed and analyzed for emerging themes. The identified themes included teachers’ beliefs in their abilities to provide consistent instruction to support ELLs, use of varied individual instructional strategies to support ELLs, use of varied cultural instructional strategies to support the needs of ELLs, and their want of preparation and relevant professional development to instruct ELLs. A position paper was created for presentation to district leadership outlining a course of action intended to increase teachers’ knowledge, skills, and perceived ability for supporting ELLs. The project study findings have implications for positive social change, including identifying areas where professional development and focused instruction on the cultural and individual needs of ELLs increase teachers’ knowledge, skills, consistency, and perceived ability to support ELLs in the local school district.
520 $a En un estado del sureste, los maestros de educacion general de las escuelas intermedias de 7. ° y 8. ° grado no estaban implementando estrategias de instruccion culturales e individuales de manera consistente para apoyar el logro academico de la creciente poblacion de estudiantes que aprenden ingles (ELL). El proposito y las preguntas clave de investigacion de este estudio cualitativo fueron disenados para (a) identificar que estrategias de instruccion culturalmente relevantes implementan los maestros de educacion general de los grados 7 y 8, (b) identificar que estrategias de instruccion relevantes individuales, y (c) comprender que percepciones los maestros tienen estrategias para facilitar la implementacion consistente de instruccion cultural e individual para apoyar a los ELL. Los marcos conceptuales que guiaron este estudio fueron las teorias socioculturales y de autoeficacia. Los nueve participantes eran maestros de educacion general de secundaria (es decir, grado 7 y 8) de un distrito escolar en un estado del sureste. Los datos fueron recolectados a traves de entrevistas semiestructuradas, que fueron transcritas y analizadas para temas emergentes. Los temas identificados incluyeron las creencias de los maestros en sus habilidades para proporcionar instruccion consistente para apoyar a los ELL, el uso de estrategias de instruccion individuales variadas para apoyar a los ELL, el uso de estrategias de instruccion cultural variadas para apoyar las necesidades de los ELL y su deseo de preparacion y desarrollo profesional relevante. para instruir a los ELL. Se creo un documento de posicion para presentarlo a los lideres del distrito que describe un curso de accion destinado a aumentar el conocimiento, las habilidades y la capacidad percibida de los maestros para apoyar a los estudiantes ELL. Los hallazgos del estudio del proyecto tienen implicaciones para el cambio social positivo, incluida la identificacion de areas donde el desarrollo profesional y la instruccion enfocada en las necesidades culturales e individuales de los ELL aumentan el conocimiento, las habilidades, la coherencia y la capacidad percibida de los maestros para apoyar a los ELL en el distrito escolar local.
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653 $a Self-efficacy
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