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Mindfulness practices in secondary schools: Exploring teachers’ attitudes, and the barriers and facilitators to achieving teacher buy-in to a whole-school approach
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Jefferies, Willow. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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Pre-service teachers' gendered attitudes towards role modelling in health and physical education
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Reflection on and for Actions: Probing into English Language Art Teachers' Personal and Professional Experiences with English Language Learners
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In: ETSU Faculty Works (2019)
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Early alert systems using learning analytics to determine and improve student engagement and academic success in a unit: student and teacher perspectives
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Atif, Amara. - : Sydney, Australia : Macquarie University, 2019
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Pre-service Mathematics Teacher Beliefs and Growth Mindset Assessment Practices
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| 6 |
Influence of Preservice Science Teachers’ Beliefs and Goals in the Cognitive Demand of the Learning Tasks they Design: A Multiple Case Study
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| 7 |
"Tough, But Good" : A Qualitative Study of Positive and Negative Deviant Labeling of Sociology Professors on RateMyProfessor.com
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| 8 |
Why do we need to learn this? : an investigation of the association between science teachers' use of utility value statements and students' immediate and global perceptions of science utility
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| 9 |
Changes In Beliefs About Language Learning and Teaching by Foreign Language Teachers In an Applied Linguistics Course
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In: Faculty Publications (2015)
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| 10 |
Brunei Student Teachers’ Selected Personal Attributes, Attitudes to Women and Interpersonal Trust: Brief Psychological Report
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In: http://ccsenet.org/journal/index.php/ass/article/download/33127/19181/ (2014)
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| 11 |
Free and Open Source Tools (FOSTs): An Empirical Investigation of Pre-Service Teacher’s Competency, Attitude, and Pedagogical Intention.
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In: Departmental Papers (TE) (2014)
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| 12 |
Using formative assessment to show our students we care : the effect of student response systems on perceptions of instructor traits in a large-lecture classroom
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| 13 |
The First Year: Development of Preservice Teacher Beliefs About Teaching and Learning During Year One of an MA TESOL Program
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In: Dissertations and Theses (2013)
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| 14 |
A Qualitative Study of Language Beliefs and Linguistic Knowledge in Preservice Teachers Using the Intercultural Communicative Competence Framework
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In: Dissertations and Theses (2012)
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Abstract:
Since 1980, the number of people in the United States who speak a language other than English at home has increased by 140% (United States Census Bureau, 2010). Therefore a greater percentage of students now are multilingual. Throughout the world, multilingualism is considered the norm and monolingualism is the exception (Auer & Wei, 2008). In the United States, however, policies regarding instruction in schools are still influenced by monolingual ideology that carries expectations and assumptions of assimilation, loss of mother tongues, and defined hierarchical structures. As classroom populations become socially, ethnically, racially, and linguistically more diverse, it is increasingly important for teachers to have an understanding of how to address diversity in schools and for educators to understand how language use and the teachers' role in the classroom impacts learning. This paper explored the existing language beliefs and linguistic knowledge of preservice teachers as they prepare to enter linguistically and culturally diverse classrooms. The increasing prominence of cross-cultural interactions creates a necessity for teachers to develop intercultural competence. Employing a conceptual framework of intercultural communicative competence theory, this qualitative study investigated experiences and knowledge in linguistics that influence teacher speech acts. Research in fields of applied linguistics such as psycholinguistics, neurolinguistics, sociolinguistics, and educational linguistics revealed basic language knowledge that teachers need before they enter diverse classrooms including knowledge of language acquisition, phonology, syntax, semantics, pragmatics, culture, instruction language, and how the brain processes language. The literature from these fields was used to create an instrument that included a demographics questionnaire, beliefs survey, linguistic knowledge assessment, and interview questions. Twenty-three preservice teachers participated in the study to describe their language beliefs and knowledge. Many of the findings in this study reflected key-findings in the literature; however, this study also found several significant findings that extend existing research. The results revealed significant impacts of 1) individual experiences with culture and linguistic contact, 2) the language used in classrooms, specifically languages other than Standard English and the deep and surface structure of language, 3) linguistic knowledge, specifically phonology, 4) meta-cognitive behavior and reflection, and 5) differences between monolingual and multilingual preservice teachers. The data also indicated that the majority of preservice teachers were concerned about preparedness in teaching in diverse classrooms. Implications for teachers working in culturally and linguistically diverse classrooms and for teacher preparation programs are discussed.
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Keyword:
Beliefs; Intercultural communication -- Study and teaching; Language and education -- Cross-cultural studies; Linguistic knowledge; Preservice teachers; Student teachers -- Attitudes -- Cross-cultural studies
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URL: https://pdxscholar.library.pdx.edu/open_access_etds/233
https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1232&context=open_access_etds
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| 15 |
Black Faculty Perceptions of Classroom Interactions With Students at a Predominantly White Institution
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In: Dissertations (1934 -) (2012)
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| 17 |
Exploring the impact of the introduction of new EFL textbooks on teachers' practices and attitudes at a technical college in Japan
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| 18 |
Sexi Pirate! : Gender and the Social Construction of "Tough but Good" Sociology Professors on RateMyProfessors.com
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| 19 |
Perceptions of preservice primary student teachers of their preparatory program : the case of Botswana
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In: CardinalScholar 1.0 (2009)
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| 20 |
Teacher Attitudes on the Use of the Responsive Classroom Approach.
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