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Teaching English Learners in Middle Grades: A Mixed Method Study of the Dispositions, Priorities, and Instructional Practices of Urban Bilingual, ESL, and Content Teachers
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In: Dissertations (2015)
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| 2 |
Raising Student Achievement Through Programmatic Initiatives and Instructional Improvement
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In: Dissertations (2015)
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Beiträge zum Mathematikunterricht 2015. Vorträge auf der 49. Tagung für Didaktik der Mathematik vom 09.02.2015 bis 13.02.2015 in Basel [Band 2]
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In: Münster : WTM, Verlag für wissenschaftliche Texte und Medien 2015, 588-1174 S. (2015)
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| 4 |
Developing Culturally Competent Teachers: An International Student Teaching Field Experience
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In: Australian Journal of Teacher Education (2015)
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| 5 |
Factors that affect the development of writing competence in fifth-grade students
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| 6 |
Elementary and middle school second language learning program models and pronunciation achievement
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| 7 |
Pedagogical beliefs of bilingual teachers about technology integration
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Abstract:
Advisors: Rebecca P. Butler. ; Committee members: Pi-Sui Hsu; Rhonda S. Robinson. ; This dissertation examines the pedagogical beliefs of a group of bilingual teachers, and how those beliefs shape their decisions regarding the extent to which they will integrate technology in their academic work. It also explores how unfavorable conditions affect such efforts. The Common Core State Standards (CCSS) include clear expectations for students, teachers, and K-12 schools regarding technology skills and use, as well as hardware and infrastructure requirements. However, many barriers to technology integration persist in schools serving low-income communities and make those goals difficult to accomplish. Some of those barriers are related to teachers' pedagogical beliefs. Ten bilingual teachers in three elementary schools were purposefully selected for this qualitative study. Data were collected through semi-structured interviews, classroom observations, and document analysis. All the participants were identified as pragmatic practitioners with positive opinions about integrating technology in their classrooms and varied levels of technology integration practices. However, adverse conditions such as insufficient access at home and at school, as well as lack of student training in basic use of computers and other devices, negatively impacted their efforts. Only a small group of teachers made sustained efforts to incorporate technology in their daily practice, due to the alignment of such practices to their pedagogical beliefs. Teachers and administrators must take an active role in finding ways of providing their students with the educational experiences that new technologies offer, especially to those who lack opportunities in their homes. ; Ed.D. (Doctor of Education)
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Keyword:
Bilingual education; Bilingual--Study and teaching (Elementary)--Computer-assisted instruction; Education; Educational technology; Elementary education; Elementary school teachers--Attitudes; Multicultural education--Study and teaching (Elementary)--Computer-assisted instruction
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URL: https://commons.lib.niu.edu/handle/10843/18646
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| 8 |
Exploring Strategy Effectiveness for English Language Learners through Scholarly Engagement
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In: Honors Projects and Posters (2015)
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| 9 |
Preparing Elementary English Teachers: Innovations at Pre-service Level
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In: Australian Journal of Teacher Education (2015)
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| 10 |
High School Educators’ Perceptions of Their Schools’ Conduciveness to English Language Learners’ Success
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In: Electronic Theses and Dissertations (2015)
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| 11 |
Islam in Education: Educating Teachers and Students
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In: Georgia State Undergraduate Research Conference (2015)
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| 12 |
Why and How to Teach Culture in a World Language Class
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2015)
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| 13 |
Behavior Leaders Academy: Teaching Positive Behavior Expectations in Secondary Schools
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In: National Youth Advocacy and Resilience Conference (2015)
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| 14 |
Cultural and Functional Diversity in the Elementary Classroom: Strategies for Teachers
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In: Professional Studies Faculty Publications (2015)
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| 15 |
The development of companion guides to enhance reading comprehension of Spanish-speaking English learners (ELs) in grade 6 who use English language arts (ELA) modules in New York State.
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| 16 |
A Study of Prekindergarten Impact on Early Literacy Readiness
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In: Dissertations (2015)
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| 17 |
A Comparison Study of Parents’ Perceptions of Quality in Early Childhood Programs
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2015)
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| 18 |
Effectiveness of Target Language Acquisition Methodology When Used with Spanish Speaking Parents of Deaf Children
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In: Student Research and Creative Activity Fair (2015)
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| 19 |
"I want to be the Sun": Tableau as an Embodied Representation of Main Ideas in Science Information Texts
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In: Graduate Theses and Dissertations (2015)
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| 20 |
Facilitating a Transdisciplinary Approach in Teacher Education Through Multimodal Literacy and Cognitive Neuroscience
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In: Graduate Theses and Dissertations (2015)
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