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English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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| 2 |
A Phenomenological Study of High School Academic Subject Teachers’ Experiences Differentiating for English Language Learners
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In: Doctoral Dissertations and Projects (2021)
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Abstract:
The purpose of this transcendental phenomenological study was to describe the experiences of core academic subject high school teachers with differentiating instruction and assessment for English language learners (ELLs) in central Virginia. Two theories provided the theoretical framework for this study including the socio-cultural theory by Lev Vygotsky (1978) and the social cognitive theory by Albert Bandura (1989). These two theories explain learning as an interaction of social and cultural experiences between teacher and student and address the role of efficacy in teacher expertise. The central research question that guided this study was “How do select high school academic content teachers describe their experiences differentiating instruction and assessment for English language learners in central Virginia?” Data were collected from administration of the Teaching English Language Learners Scale (TELLS) (see Appendix B), face-to-face interviews, and archival data in the form of document analysis. Data were analyzed by the researcher using ATLAS.ti qualitative data analysis software. Four themes developed from the data, and include positive attitudes toward differentiation for ELLs, negative attitudes, and two themes related to the dependence of efficacy on supports available and strategies known. The themes that developed revealed that the participants experienced conflicting attitudes toward differentiating for ELLs and felt ill prepared. The results of this study may inform the body of knowledge regarding the education of ELLs to address closing the achievement gap for this population in reading and math, to improve teacher pre and in service programs, and to improve ELL programs.
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Keyword:
Best practices; Differentiation; Education; Educational Methods; ELL; English language learner; ESL; high school ELL; Instruction; LEP; Secondary; Teacher efficacy; transcendental phenomenology
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URL: https://digitalcommons.liberty.edu/doctoral/3174
https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=4233&context=doctoral
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Integrating Video Evidence in Mixed Methods Research: Innovations, Benefits, and Challenges for Research Exploring How Beliefs Shape Actions
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In: Curriculum, Foundations, & Reading Faculty Publications (2021)
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“Invisibility is not a natural state for anyone”: (Re)constructing narratives of Japanese American incarceration in elementary classrooms
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In: Education Publications (2020)
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Formative and Summative Assessment of Library Instruction (LI): Encouraging and supporting "reflective teaching" practices through peer observation
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In: Georgia International Conference on Information Literacy (2018)
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| 6 |
Promoting Student Success: Bilingual Education Best Practices and Research Flaws
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In: Senior Honors Theses (2017)
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| 7 |
Formative and Summative Assessment of Library Instruction (LI): Encouraging and supporting "reflective teaching" practices through peer observation
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In: Georgia International Conference on Information Literacy (2017)
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| 8 |
Three Reading-Intervention Teachers’ Identity Positioning and Practices to Motivate and Engage Emergent Bilinguals in an Urban Middle School
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2016)
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| 9 |
Effective Teaching Practices for Aboriginal and Torres Strait Islander Students: A Review of the Literature
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In: Australian Journal of Teacher Education (2015)
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| 10 |
Composition Programs and Practices in Sweden: Possibilities for Cross-Fertilization with the United States
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In: Dissertations (2008)
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| 11 |
CRT ASSESSMENT INSTRUMENT
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In: Kentucky Teacher Educator (2007)
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