東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Elementary school teacher attitudes ...

Raymond, Rebecca M.

FindBook

Google Book

Amazon

博客來

Elementary school teacher attitudes toward instructing English Language Learners (ELLs), formative assessment, instructional supportive practices in teaching ELLs, higher-order culturally responsive teaching practices, and school leader support for ELLs in high- and low-ELA achieving schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Elementary school teacher attitudes toward instructing English Language Learners (ELLs), formative assessment, instructional supportive practices in teaching ELLs, higher-order culturally responsive teaching practices, and school leader support for ELLs in high- and low-ELA achieving schools./
作者:	Raymond, Rebecca M.
面頁冊數:	172 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3581250
ISBN:	9781321112559

Elementary school teacher attitudes toward instructing English Language Learners (ELLs), formative assessment, instructional supportive practices in teaching ELLs, higher-order culturally responsive teaching practices, and school leader support for ELLs in high- and low-ELA achieving schools.
Raymond, Rebecca M.

Elementary school teacher attitudes toward instructing English Language Learners (ELLs), formative assessment, instructional supportive practices in teaching ELLs, higher-order culturally responsive teaching practices, and school leader support for ELLs in high- and low-ELA achieving schools. - 172 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ed.D.)--Dowling College, 2014.

The purpose of this study was to investigate the attitudes of teachers from elementary schools with 13 percent or more English Language Learner student populations and their descriptions of teacher attitudes toward instructing English language learners, formative assessment, instructional supportive practices in teaching ELLs, higher-order culturally responsive teaching practices, and school leader support. Additionally, the 97 teacher respondents from the Southern tier of New York were contrasted by their placement in a high or low academic achievement school as measured by the New York State English Language Arts grades 3 and 4 exam results for ELLs during the 2010 and 2011 school years.

ISBN: 9781321112559Subjects--Topical Terms:

516208
English as a second language.

Elementary school teacher attitudes toward instructing English Language Learners (ELLs), formative assessment, instructional supportive practices in teaching ELLs, higher-order culturally responsive teaching practices, and school leader support for ELLs in high- and low-ELA achieving schools.
LDR:02722nmm a2200313 4500 001 2064955
005 20151125083506.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321112559
035 $a (MiAaPQ)AAI3581250
035 $a AAI3581250
040 $a MiAaPQ $c MiAaPQ
100 1 $a Raymond, Rebecca M. $3 3179609
245 1 0 $a Elementary school teacher attitudes toward instructing English Language Learners (ELLs), formative assessment, instructional supportive practices in teaching ELLs, higher-order culturally responsive teaching practices, and school leader support for ELLs in high- and low-ELA achieving schools.
300 $a 172 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
500 $a Adviser: Robert J. Manley.
502 $a Thesis (Ed.D.)--Dowling College, 2014.
520 $a The purpose of this study was to investigate the attitudes of teachers from elementary schools with 13 percent or more English Language Learner student populations and their descriptions of teacher attitudes toward instructing English language learners, formative assessment, instructional supportive practices in teaching ELLs, higher-order culturally responsive teaching practices, and school leader support. Additionally, the 97 teacher respondents from the Southern tier of New York were contrasted by their placement in a high or low academic achievement school as measured by the New York State English Language Arts grades 3 and 4 exam results for ELLs during the 2010 and 2011 school years.
520 $a Findings indicated significant differences between teachers when divided into high- and low-achieving schools on the variables of school leader support and instructional supportive practices in teaching ELLs. The logistic regression model indicated school leader support predicted placement in high-achieving elementary schools, whereas formative assessment predicated placement in low-achieving schools.
520 $a Recommendations emanating from this study support school leaders' need to engage their learning communities in strategic dialogue that builds the collective capacity of their instructional staff to promote a greater shared responsibility in educating their ELL students. School leaders must take an active role in assessing the knowledge and talents of their instructional staff and providing differentiated professional development to meet teachers at their level of understanding.
590 $a School code: 1395.
650 4 $a English as a second language. $3 516208
650 4 $a Educational leadership. $3 529436
650 4 $a Instructional design. $3 3172279
690 $a 0441
690 $a 0449
690 $a 0447
710 2 $a Dowling College. $3 1020858
773 0 $t Dissertation Abstracts International $g 75-10A(E).
790 $a 1395
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3581250