東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Exploring Novice Elementary Teachers' Use of Academic Language in Planning, Teaching, and Assessment.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring Novice Elementary Teachers' Use of Academic Language in Planning, Teaching, and Assessment./
Author:	TeeGarden, Lori.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	141 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
Contained By:	Dissertations Abstracts International83-02A.
Subject:	Elementary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28646686
ISBN:	9798534664942

Exploring Novice Elementary Teachers' Use of Academic Language in Planning, Teaching, and Assessment.
TeeGarden, Lori.

Exploring Novice Elementary Teachers' Use of Academic Language in Planning, Teaching, and Assessment. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 141 p.

Source: Dissertations Abstracts International, Volume: 83-02, Section: A.

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

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

Academic language is the key that promotes disciplinary reading, writing, speaking, and thinking. The novice teacher may not be prepared with the knowledge, skills, and strategies to effectively plan, teach, and assess for academic language achievement. The purpose of this basic qualitative study was to understand the novice teacher's experiences and perspectives of academic language development. The research questions focused on the novice elementary teacher's practice of addressing academic language demands in teaching. The conceptual framework that guided the study comprised Bruner's education theory that places teaching and learning within the culture and society and Rumelhart's theory focused on vocabulary access supporting reading comprehension. Purposeful snowball sampling was used to select eight novice teachers who recently completed a teacher education program. Data from in-depth, open-ended participant interviews were analyzed using a thematic coding framework with concept-driven categories and data-driven subcategories relating to the conceptual framework and research questions. The significant key finding was the need for teacher education to consistently provide development of academic language knowledge and contextual understandings for planning, teaching, and assessing. Findings also indicated a need to provide disciplinary literacy academic language practices to fieldwork supervisors and coordinating teachers as stakeholders in the process of supporting student teachers. This study can lead to positive social change by providing teacher education programs with effective practices for preservice coursework and fieldwork that will enable novice teachers to provide equitable literacy learning and disciplinary literacy achievement for diverse students.

ISBN: 9798534664942Subjects--Topical Terms:

641385
Elementary education.
Subjects--Index Terms:

edTPA

Exploring Novice Elementary Teachers' Use of Academic Language in Planning, Teaching, and Assessment.
LDR:03001nmm a2200385 4500 001 2342386
005 20220318093130.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798534664942
035 $a (MiAaPQ)AAI28646686
035 $a AAI28646686
040 $a MiAaPQ $c MiAaPQ
100 1 $a TeeGarden, Lori. $3 3680739
245 1 0 $a Exploring Novice Elementary Teachers' Use of Academic Language in Planning, Teaching, and Assessment.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 141 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
500 $a Advisor: Scales, Ellen;Fuda-Daddio, Jessica.
502 $a Thesis (Ph.D.)--Walden University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Academic language is the key that promotes disciplinary reading, writing, speaking, and thinking. The novice teacher may not be prepared with the knowledge, skills, and strategies to effectively plan, teach, and assess for academic language achievement. The purpose of this basic qualitative study was to understand the novice teacher's experiences and perspectives of academic language development. The research questions focused on the novice elementary teacher's practice of addressing academic language demands in teaching. The conceptual framework that guided the study comprised Bruner's education theory that places teaching and learning within the culture and society and Rumelhart's theory focused on vocabulary access supporting reading comprehension. Purposeful snowball sampling was used to select eight novice teachers who recently completed a teacher education program. Data from in-depth, open-ended participant interviews were analyzed using a thematic coding framework with concept-driven categories and data-driven subcategories relating to the conceptual framework and research questions. The significant key finding was the need for teacher education to consistently provide development of academic language knowledge and contextual understandings for planning, teaching, and assessing. Findings also indicated a need to provide disciplinary literacy academic language practices to fieldwork supervisors and coordinating teachers as stakeholders in the process of supporting student teachers. This study can lead to positive social change by providing teacher education programs with effective practices for preservice coursework and fieldwork that will enable novice teachers to provide equitable literacy learning and disciplinary literacy achievement for diverse students.
590 $a School code: 0543.
650 4 $a Elementary education. $3 641385
650 4 $a Teacher education. $3 3172312
650 4 $a Reading instruction. $3 2122756
650 4 $a Language acquisition. $3 528343
650 4 $a Collaboration. $3 3556296
650 4 $a Culture. $3 517003
650 4 $a Student teaching. $3 605593
650 4 $a Success. $3 518195
650 4 $a Content analysis. $3 3562069
650 4 $a Discipline. $3 581360
650 4 $a Humanities. $3 535940
650 4 $a Core curriculum. $3 3559991
650 4 $a Field study. $3 3546147
650 4 $a Skills. $3 3221615
650 4 $a Certification. $3 1327908
650 4 $a Beginning teachers. $3 3562297
650 4 $a COVID-19. $3 3554449
650 4 $a Social justice. $3 526845
650 4 $a Planning. $3 552734
650 4 $a Knowledge. $3 872758
650 4 $a Pandemics. $3 3464080
650 4 $a Educational theory. $3 3435806
650 4 $a Medical research. $2 bicssc $3 1556686
650 4 $a Reading comprehension. $3 519378
650 4 $a Qualitative research. $3 536745
650 4 $a Learning. $3 516521
650 4 $a Literacy. $3 528342
653 $a edTPA
653 $a Language demands
653 $a Literacy
653 $a Novice teacher
653 $a Reading
653 $a Teacher education
690 $a 0524
690 $a 0530
690 $a 0535
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertations Abstracts International $g 83-02A.
790 $a 0543
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28646686