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Teacher Knowledge and Secondary Engl...

Marichal, Nidza Vizcarra.

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Teacher Knowledge and Secondary English Learners in a Rural Community.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher Knowledge and Secondary English Learners in a Rural Community./
Author:	Marichal, Nidza Vizcarra.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	367 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-07, Section: A.
Contained By:	Dissertations Abstracts International82-07A.
Subject:	Bilingual education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27834414
ISBN:	9798569911608

Teacher Knowledge and Secondary English Learners in a Rural Community.
Marichal, Nidza Vizcarra.

Teacher Knowledge and Secondary English Learners in a Rural Community. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 367 p.

Source: Dissertations Abstracts International, Volume: 82-07, Section: A.

Thesis (Ph.D.)--University of Florida, 2020.

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

Due to a variety of global, political, and local forces, rural schools in the United States (US) face an increase in the number of English learners (ELs), the majority of whom are from Hispanic backgrounds, who participate in mainstream, inclusive secondary classrooms where the primary medium of instruction is English. Like their non-rural counterparts, teachers in rural communities must facilitate learning for EL students whose linguistic and cultural backgrounds differ from the mainstream. However, rural teachers are less prepared to do so. Although some research on what teachers need to know to effectively teach language and content to ELs has been conducted, little is known about the actual teacher knowledge required to provide effective EL instruction in secondary rural settings. Employing teacher knowledge and place-based education as a lens, this narrative-informed qualitative study examined what teachers say they know related to the teaching and learning of ELs in a rural secondary school community. The study addressed two main questions: 1) What personal and professional knowledges do secondary teachers reveal about teaching ELs in rural settings? and 2) What place-based knowledges do secondary teachers reveal about their work with ELs?Four secondary teachers who taught ELs in a rural school in the southeastern US participated in the study. Primary data were gathered for each participant through four semi-structured interviews and photo elicitation methods, and secondary data consisted of archival and ongoing text documents. Using an iterative approach, data analysis commenced with open coding followed by analytical axial coding that culminated in categories. Findings from this study demonstrated that the teachers' personal and place-based knowledges emerged as the most prominent influences in their work with secondary ELs in this rural community. Participants' relational knowledge was central in mediating and constructing TK. Findings also suggested that the participants' knowledges: personal, relational, place-based, and professional were constantly interconnected in a dialectic manner, continually shaping and reshaping each other. A four-dimensional model is proposed. Findings suggest PD opportunities for rural teachers to reflect on TK dimensions to illuminate the ways in which these shape teachers' work with ELs in a particular rural community.

ISBN: 9798569911608Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Bilingual Education

Teacher Knowledge and Secondary English Learners in a Rural Community.
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500 $a Source: Dissertations Abstracts International, Volume: 82-07, Section: A.
500 $a Advisor: Coady, Maria R.
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520 $a Due to a variety of global, political, and local forces, rural schools in the United States (US) face an increase in the number of English learners (ELs), the majority of whom are from Hispanic backgrounds, who participate in mainstream, inclusive secondary classrooms where the primary medium of instruction is English. Like their non-rural counterparts, teachers in rural communities must facilitate learning for EL students whose linguistic and cultural backgrounds differ from the mainstream. However, rural teachers are less prepared to do so. Although some research on what teachers need to know to effectively teach language and content to ELs has been conducted, little is known about the actual teacher knowledge required to provide effective EL instruction in secondary rural settings. Employing teacher knowledge and place-based education as a lens, this narrative-informed qualitative study examined what teachers say they know related to the teaching and learning of ELs in a rural secondary school community. The study addressed two main questions: 1) What personal and professional knowledges do secondary teachers reveal about teaching ELs in rural settings? and 2) What place-based knowledges do secondary teachers reveal about their work with ELs?Four secondary teachers who taught ELs in a rural school in the southeastern US participated in the study. Primary data were gathered for each participant through four semi-structured interviews and photo elicitation methods, and secondary data consisted of archival and ongoing text documents. Using an iterative approach, data analysis commenced with open coding followed by analytical axial coding that culminated in categories. Findings from this study demonstrated that the teachers' personal and place-based knowledges emerged as the most prominent influences in their work with secondary ELs in this rural community. Participants' relational knowledge was central in mediating and constructing TK. Findings also suggested that the participants' knowledges: personal, relational, place-based, and professional were constantly interconnected in a dialectic manner, continually shaping and reshaping each other. A four-dimensional model is proposed. Findings suggest PD opportunities for rural teachers to reflect on TK dimensions to illuminate the ways in which these shape teachers' work with ELs in a particular rural community.
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