A Semiotic Study of Elementary Teachers' Beliefs about Learning and Teaching of Minority and Latino/a Immigrant Students: The Encounter of Different Umwelten

Autor/in	Baratta Posada, Ana Elisa
Titel	A Semiotic Study of Elementary Teachers' Beliefs about Learning and Teaching of Minority and Latino/a Immigrant Students: The Encounter of Different Umwelten
Quelle	(2012), (294 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Indiana University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2677-4217-9
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Teacher Attitudes; Beliefs; Semiotics; Minority Group Students; Hispanic American Students; Immigrants; Ethnography; Qualitative Research; Experience; Cultural Influences; Kindergarten; Grade 1; Grade 2; Observation; Interviews; Indiana + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Belief; Glaube; Semiotik; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Immigrant; Immigrantin; Immigranten; Ethnografie; Qualitative Forschung; Erfahrung; Cultural influence; Kultureinfluss; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Beobachtung; Interviewing; Interviewtechnik
Abstract	Semiotic paradigm and Carspecken's (1996) critical ethnography were used in a qualitative research study of elementary teachers' beliefs about minority and Latino/a immigrant students and the role of life experiences, culture and Umwelt in the formation and influence of beliefs. The participants were a kindergarten, first grade, and second grade teacher from a small school district in Indiana. Data was collected from observations and interviews. The data was analyzed through reconstructive data analysis (Carspecken, 1996) and semiotic analysis (Shank, 1994, & 1998). Major findings include: (1) teachers' life experiences have contributed to the way teachers think about themselves, their teaching and their students, (2) Teachers' life experiences during their adult life challenged teachers' teaching, (3) Not all the participants expressed an awareness of the connection between life experiences and their teaching, (4) Teachers in this study established a separation between their personal and professional lives, (5) Teachers seem to have limited awareness of the interconnectedness of who they are and who the other (students, parents etc.) is culturally, (6) Teachers attribute students' achievement to students' family background and perceived parent's values on education. In the case of Latino/a immigrant students, teachers claim that it is not being Latino/a or immigrant that impacts their learning but having a known learning disability, lack of knowledge of English language and home background. [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