English Second Language, General, Special Education, and Speech/Language Personal Teacher Efficacy, English Language Arts Scientifically-Validated Intervention Practice, and Working Memory Development of English Language Learners in High and Low Performing Elementary Schools

Autor/in	Brown, Barbara J.
Titel	English Second Language, General, Special Education, and Speech/Language Personal Teacher Efficacy, English Language Arts Scientifically-Validated Intervention Practice, and Working Memory Development of English Language Learners in High and Low Performing Elementary Schools
Quelle	(2013), (177 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Dowling College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3032-4186-4
Schlagwörter	Hochschulschrift; Dissertation; Language Arts; English Language Learners; Hispanic American Students; Elementary School Students; Elementary School Teachers; Teacher Effectiveness; Language Proficiency; Cooperation; General Education; Special Education Teachers; Teaching Methods; Short Term Memory; Suburban Schools; Likert Scales; Surveys; Scores; High Achievement; Low Achievement; Correlation; Statistical Analysis; Teacher Placement; Intervention; Speech Language Pathology; New York + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Sprachkultur; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Language skill; Language skills; Sprachkompetenz; Co-operation; Kooperation; Allgemein bildendes Schulwesen; Allgemeinbildung; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Kurzzeitgedächtnis; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Likert-Skala; Survey; Umfrage; Befragung; Unterdurchschnittliche Leistung; Korrelation; Statistische Analyse
Abstract	The researcher investigated teacher factors contributing to English language arts (ELA) achievement of English language learners (ELLs) over 2 consecutive years, in high and low performing elementary schools with a Hispanic/Latino student population greater than or equal to 30 percent. These factors included personal teacher efficacy, teacher second language proficiency and collaboration practices of general and special education, English second language and speech language teachers. Additional factors examined were teacher use of scientifically-validated ELA practices and development of student working memory. The participants were from 16 elementary schools located in suburban counties surrounding New York City. Sixty teachers responded to a 40-item 7-point Likert scale survey instrument. Results of a t test revealed no significant differences between the individual mean scores of participants in high and low performing schools on any of the variables. A correlation analysis revealed a small inverse relationship between school type (high performing, low performing) and frequency of memory work; 8.01 percent of the variance was shared by both variables. The results of the Wald stepwise discriminant analysis revealed that the frequency of memory work accounted for 64.9 percent of the variance in predicting teacher placement in low performing schools. In conclusion, teacher reported low frequency of memory work was 3.3 times more likely in high performing schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01