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Relatório de estágio para obtenção do grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico
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“I Was Going to Work Full-Time at Roses Department Store”: The Need for College Readiness with Black and Latinx Students
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In: Journal of College Access (2022)
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Creating a supportive classroom environment through effective feedback: effects on students’ school identification and behavioral engagement
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O ensino bilingue no 1º ciclo - especifidades da práticas pedagógicas
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| 5 |
Perceptions of Math Teachers Working With Students Who Suffer From Math Anxiety: A Collective Case Study
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In: Doctoral Dissertations and Projects (2021)
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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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| 7 |
A Phenomenological Study of Teachers Implementing Restorative Practices
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In: Doctoral Dissertations and Projects (2021)
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Zu Diskursen über Mehrsprachigkeit mit einem Fokus auf den (möglichen) Umgang mit sprachlicher Diversität im Raum Schule unter Einbezug eines Fallbeispiels aus Berlin-Neukölln
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| 9 |
Zu Diskursen über Mehrsprachigkeit mit einem Fokus auf den (möglichen) Umgang mit sprachlicher Diversität im Raum Schule unter Einbezug eines Fallbeispiels aus Berlin-Neukölln ...
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| 10 |
School Administrators’ Perceptions of Critical Teacher Skills
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In: Excelsior: Leadership in Teaching and Learning (2021)
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Leading schooling in Aotearoa New Zealand: Understanding and supporting the weight of culture for Māori teachers
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| 12 |
Ensino médio integrado: implicações nas práticas docentes e nas questões de gestão e financiamento público
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In: https://www.periodicos.ufpa.br/index.php/revistamargens/article/view/5385 (2021)
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School Connectedness Though Eyes of Hispanic/Latinx Students and Their Teachers
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In: Doctoral Dissertations (2021)
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| 14 |
SpraBi: Fragebogen und App zur Dokumentation sprachlicher Bildungsaktivitäten in der Kita ...
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| 16 |
SpraBi: Fragebogen und App zur Dokumentation sprachlicher Bildungsaktivitäten in der Kita
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In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 55-78 (2020)
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| 17 |
Einleitung: Instrumente zur Erfassung institutioneller (schrift-)sprachlicher Bildung
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In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 7-12 (2020)
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| 18 |
Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 159 S. (2020)
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| 19 |
Traitement automatique des interventions des enseignants en CE2 et en CM2 en France et en Italie : entre grammaire et contenu
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| 20 |
Addressing Disproportionality in School Discipline Through Alternatives to Exclusionary Discipline Practices
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2020)
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