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Professional development experiences...

Galvez, Hilda.

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Professional development experiences of ELL teachers: A mixed methods study.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Professional development experiences of ELL teachers: A mixed methods study./
Author:	Galvez, Hilda.
Description:	177 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.
Contained By:	Dissertation Abstracts International75-04A(E).
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3605246
ISBN:	9781303613500

Professional development experiences of ELL teachers: A mixed methods study.
Galvez, Hilda.

Professional development experiences of ELL teachers: A mixed methods study. - 177 p.

Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.

Thesis (Ph.D.)--Capella University, 2013.

Educational demands upon educators and learners are increasing as new policies to incorporate higher academic standards shape the fiber of the educational system. In order to meet student need challenges and school reform initiatives, it is necessary to take a closer look at educators of English language learners (ELLs) and their professional development needs. The purpose of this study was to examine educators of ELL students and their professional development needs in order to meet student needs and school reform initiatives. A mixed-method approach was used for this study. The quantitative study survey was developed by Matson (2007), and the qualitative interview study was created by this researcher and piloted prior to use. The instruments used were survey questions to be completed by the educators using either SurveyMonkey.com or a pencil-and-paper questionnaire and a case study interview. Two valid reliable surveys were used to identify the professional development needs of ELL educators who teach in the public schools of New York. The findings were that some of the educators felt unprepared to teach ELL students and needed more preparation. Several of the educators sought courses outside of the school district to help them meet the needs. The more prepared educators were those who possessed a bilingual license. The implications for professional development were that more professional development should be made available for educators to become better prepared to meet the needs of ELL students.

ISBN: 9781303613500Subjects--Topical Terms:

1035576
Education, Leadership.

Professional development experiences of ELL teachers: A mixed methods study.
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100 1 $a Galvez, Hilda. $3 2098806
245 1 0 $a Professional development experiences of ELL teachers: A mixed methods study.
300 $a 177 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.
500 $a Adviser: Shirlan Mosley.
502 $a Thesis (Ph.D.)--Capella University, 2013.
520 $a Educational demands upon educators and learners are increasing as new policies to incorporate higher academic standards shape the fiber of the educational system. In order to meet student need challenges and school reform initiatives, it is necessary to take a closer look at educators of English language learners (ELLs) and their professional development needs. The purpose of this study was to examine educators of ELL students and their professional development needs in order to meet student needs and school reform initiatives. A mixed-method approach was used for this study. The quantitative study survey was developed by Matson (2007), and the qualitative interview study was created by this researcher and piloted prior to use. The instruments used were survey questions to be completed by the educators using either SurveyMonkey.com or a pencil-and-paper questionnaire and a case study interview. Two valid reliable surveys were used to identify the professional development needs of ELL educators who teach in the public schools of New York. The findings were that some of the educators felt unprepared to teach ELL students and needed more preparation. Several of the educators sought courses outside of the school district to help them meet the needs. The more prepared educators were those who possessed a bilingual license. The implications for professional development were that more professional development should be made available for educators to become better prepared to meet the needs of ELL students.
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773 0 $t Dissertation Abstracts International $g 75-04A(E).
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3605246