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

Bilingual Teachers' Perceptions of Evaluator Feedback of Spanish Content Instruction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Bilingual Teachers' Perceptions of Evaluator Feedback of Spanish Content Instruction./
Author:	Garza-Garcia, Lizabeth Gloria.
Description:	1 online resource (147 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-08, Section: A.
Contained By:	Dissertations Abstracts International83-08A.
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28772877click for full text (PQDT)
ISBN:	9798780600336

Bilingual Teachers' Perceptions of Evaluator Feedback of Spanish Content Instruction.
Garza-Garcia, Lizabeth Gloria.

Bilingual Teachers' Perceptions of Evaluator Feedback of Spanish Content Instruction. - 1 online resource (147 pages)

Source: Dissertations Abstracts International, Volume: 83-08, Section: A.

Thesis (Ed.D.)--Texas A&M University - Commerce, 2021.

Includes bibliographical references

The purpose of this study focused on bilingual elementary teachers' perceptions of evaluator feedback concerning content instruction in Spanish during the 2019-2020 academic year. The researcher concentrated on three characteristics of feedback received from evaluators: usefulness, accuracy, and evaluator credibility. Specifically, the study examined whether differences exist among kindergarten through fifth-grade bilingual teachers' perceptions of evaluator feedback of content instruction in Spanish as measured by a modified version of the Examining Evaluator Feedback Survey (Cherasaro, Brodersen, Yanoski, Welp, & Reale, 2015). The survey included 16 Likert type questions, eight multiple-choice questions, and two open-ended response questions.The survey indicated that 71.4% (N = 85) of participants perceived their evaluator as not fluent in Spanish while 28.6% (N = 34) perceived their evaluator to be fluent. Participants who perceived their evaluator to be fluent in Spanish showed higher scores for each feedback characteristic. Findings suggest that bilingual teachers' perceptions of their evaluators' feedback on content instruction in Spanish may be influenced by teachers' perception of their evaluator's proficiency in Spanish. The researcher found that participants' perceptions of evaluator feedback in the areas of accuracy, usefulness, and evaluator credibility were consistent across grade levels, suggesting similar evaluator perceptions.The researcher also analyzed responses from the open-ended survey question using Glaser and Strauss' (1976) constant comparative method. Five categories emerged during the open coding phase: (a) English-only observations, (b) evaluator's Spanish fluency, (c) program, (d) pedagogy, and (e) English Learners (ELs). The most frequently mentioned category that emerged was evaluator's Spanish fluency (49.5%).Based on the findings, the researcher concludes that evaluators rarely conducted classroom observations, if ever, when the language of instruction was in Spanish. Participants stressed the importance of evaluators being fluent in Spanish to provide unbiased and effective feedback. Finally, participants recommended that evaluators develop a deep understanding of bilingual education programs, second language acquisition, and best practices proven to work effectively with English learners.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798780600336Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Bilingual educationIndex Terms--Genre/Form:

542853
Electronic books.

Bilingual Teachers' Perceptions of Evaluator Feedback of Spanish Content Instruction.
LDR:03751nmm a2200385K 4500 001 2354064
005 20230324111148.5
006 m o d
007 cr mn ---uuuuu
008 241011s2021 xx obm 000 0 eng d
020 $a 9798780600336
035 $a (MiAaPQ)AAI28772877
035 $a AAI28772877
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Garza-Garcia, Lizabeth Gloria. $3 3694405
245 1 0 $a Bilingual Teachers' Perceptions of Evaluator Feedback of Spanish Content Instruction.
264 0 $c 2021
300 $a 1 online resource (147 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 83-08, Section: A.
500 $a Advisor: Riley, Jacqueline.
502 $a Thesis (Ed.D.)--Texas A&M University - Commerce, 2021.
504 $a Includes bibliographical references
520 $a The purpose of this study focused on bilingual elementary teachers' perceptions of evaluator feedback concerning content instruction in Spanish during the 2019-2020 academic year. The researcher concentrated on three characteristics of feedback received from evaluators: usefulness, accuracy, and evaluator credibility. Specifically, the study examined whether differences exist among kindergarten through fifth-grade bilingual teachers' perceptions of evaluator feedback of content instruction in Spanish as measured by a modified version of the Examining Evaluator Feedback Survey (Cherasaro, Brodersen, Yanoski, Welp, & Reale, 2015). The survey included 16 Likert type questions, eight multiple-choice questions, and two open-ended response questions.The survey indicated that 71.4% (N = 85) of participants perceived their evaluator as not fluent in Spanish while 28.6% (N = 34) perceived their evaluator to be fluent. Participants who perceived their evaluator to be fluent in Spanish showed higher scores for each feedback characteristic. Findings suggest that bilingual teachers' perceptions of their evaluators' feedback on content instruction in Spanish may be influenced by teachers' perception of their evaluator's proficiency in Spanish. The researcher found that participants' perceptions of evaluator feedback in the areas of accuracy, usefulness, and evaluator credibility were consistent across grade levels, suggesting similar evaluator perceptions.The researcher also analyzed responses from the open-ended survey question using Glaser and Strauss' (1976) constant comparative method. Five categories emerged during the open coding phase: (a) English-only observations, (b) evaluator's Spanish fluency, (c) program, (d) pedagogy, and (e) English Learners (ELs). The most frequently mentioned category that emerged was evaluator's Spanish fluency (49.5%).Based on the findings, the researcher concludes that evaluators rarely conducted classroom observations, if ever, when the language of instruction was in Spanish. Participants stressed the importance of evaluators being fluent in Spanish to provide unbiased and effective feedback. Finally, participants recommended that evaluators develop a deep understanding of bilingual education programs, second language acquisition, and best practices proven to work effectively with English learners.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Bilingual education. $3 2122778
650 4 $a English as a second language. $3 516208
653 $a Bilingual education
653 $a English instruction
653 $a Evaluator feedback
653 $a Spanish instruction
653 $a teacher perceptions
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0282
690 $a 0441
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Texas A&M University - Commerce. $b EdD Supervision, Curriculum, and Instruction-Elementary Education. $3 2049797
773 0 $t Dissertations Abstracts International $g 83-08A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28772877 $z click for full text (PQDT)