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Teachers' sense of efficacy in teach...

Goldman, Julie M.

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Teachers' sense of efficacy in teaching second language writing to middle and high school long-term English learners.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teachers' sense of efficacy in teaching second language writing to middle and high school long-term English learners./
Author:	Goldman, Julie M.
Description:	157 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
Contained By:	Dissertation Abstracts International74-12A(E).
Subject:	Education, English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3591993
ISBN:	9781303327780

Teachers' sense of efficacy in teaching second language writing to middle and high school long-term English learners.
Goldman, Julie M.

Teachers' sense of efficacy in teaching second language writing to middle and high school long-term English learners. - 157 p.

Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.

Thesis (Ed.D.)--Alliant International University, 2013.

THE PROBLEM: The purpose of this study was to explore teacher efficacy in second language writing and to identify possible factors that influence the effective teaching of second language writing to long-term English learners.

ISBN: 9781303327780Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Teachers' sense of efficacy in teaching second language writing to middle and high school long-term English learners.
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020 $a 9781303327780
035 $a (MiAaPQ)AAI3591993
035 $a AAI3591993
040 $a MiAaPQ $c MiAaPQ
100 1 $a Goldman, Julie M. $3 2095427
245 1 0 $a Teachers' sense of efficacy in teaching second language writing to middle and high school long-term English learners.
300 $a 157 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
500 $a Adviser: Kenneth B. Kelch.
502 $a Thesis (Ed.D.)--Alliant International University, 2013.
520 $a THE PROBLEM: The purpose of this study was to explore teacher efficacy in second language writing and to identify possible factors that influence the effective teaching of second language writing to long-term English learners.
520 $a METHOD. A qualitative study, including descriptive statistics, was conducted accessing archival data collected during the 2010-2011 school year by the San Diego County Office of Education's WRITE Institute. Descriptive statistics included a Pre/Post-training Likert Scale Self-Efficacy Survey administered to 21 north San Diego County middle and high school English teachers to assess self-reported changes in the efficacy of teaching second language writing to long-term English learners. Additional qualitative data used a content analysis, including transcribing and categorizing a series of training documents, to triangulate and contextualize recurring themes.
520 $a RESULTS. The results of this study underscore the need for teachers to acquire specialized skills and knowledge in order to provide second language writing instruction to long-term English learners. According to the results of this study, three relevant factors emerge: (1) the importance of specific writing practices for long-term English learners; (2) the need for quality time for teachers to reflect on their practice of teaching writing to long-term English learners; and (3) the complex nature of teaching second language writing to long-term English learners.
590 $a School code: 1634.
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Middle School. $3 1030813
650 4 $a Education, Secondary. $3 539262
690 $a 0441
690 $a 0450
690 $a 0533
710 2 $a Alliant International University. $b Education. $3 2095428
773 0 $t Dissertation Abstracts International $g 74-12A(E).
790 $a 1634
791 $a Ed.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3591993