A Naturalistic Inquiry of a Distance Learning University TESOL Program for In-Service Teachers

Autor/in	Summers-Rocha, Lonna
Titel	A Naturalistic Inquiry of a Distance Learning University TESOL Program for In-Service Teachers
Quelle	(2015), (364 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Kansas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3394-5667-6
Schlagwörter	Hochschulschrift; Dissertation; Professional Development; English (Second Language); English Language Learners; College Graduates; Distance Education; Interviews; Participant Observation; Content Analysis; Data Analysis; Grounded Theory; Universities; Context Effect; Geographic Location; Success; School Role; Inquiry; Kansas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulabsolvent; Hochschulabsolventin; Distance study; Distance learning; Fernunterricht; Interviewing; Interviewtechnik; Teilnehmende Beobachtung; Inhaltsanalyse; Auswertung; University; Universität; Erfolg
Abstract	In this naturalistic inquiry, I explore a professional development program which provided Teaching English to Speakers of Other Languages (TESOL) graduate coursework from a university in Northeast Kansas to in-service teachers in Southwest Kansas through distance learning. Data sources included interviews, participant observation, and document and records review. Interviews were conducted with 63 participants, including program directors, instructors, and evaluation team members at the university in Northeast Kansas and in-service teachers, project coordinators, school administrators, and English as a second language coordinators in Southwest Kansas. Data analysis conducted through the constant comparative method indicate five broad areas of interest; the context of the university, the context of Southwest Kansas, the Kansas context, KPD courses, and concepts of success. By providing a nuanced narrative of the complexities, contradictions, and constraints of the program I explore how the program is negotiated as the participants interact with each other, their educational contexts, and communities. The results of the study contribute to the growing body of knowledge about the professional development of teachers and the role of universities and districts in this effort. [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