A Phenomenological Investigation of Instructional Practices of General Education Teachers for English Language Learners

Autor/in	DeLozier, Cynthia K.
Titel	A Phenomenological Investigation of Instructional Practices of General Education Teachers for English Language Learners
Quelle	(2014), (183 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-8820-5
Schlagwörter	Hochschulschrift; Dissertation; Educational Practices; Regular and Special Education Relationship; English Language Learners; Hermeneutics; Phenomenology; Elementary School Teachers; Teacher Attitudes; Educational Strategies; Teaching Methods; Core Curriculum; Questionnaires; Interviews; Language Proficiency; English (Second Language); Second Language Learning; Qualitative Research + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bildungspraxis; Hermeneutik; Phenomenological psychology; Phänomenologie; Psychologie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Kerncurriculum; Fragebogen; Interviewing; Interviewtechnik; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Qualitative Forschung
Abstract	This qualitative hermeneutical phenomenological study was designed to describe general education elementary teachers' perceptions of effective instructional strategies, methods, and models of instruction to enhance the learning of core content curriculum of the English Language Learners (ELLs) in the classroom. Through questionnaires and interviews, data was collected that described general education elementary teachers' perceptions regarding the need for instructional strategies, methods, and models to assist ELL students in learning. Challenges, frustrations, and successes were reported as teachers reflected on the process in which they make the decisions to use particular instructional strategies, methods, and models. The results of this study provided participants' perceptions of effective strategies, methods, and models as a basis for general education elementary teachers in United States classrooms and were intended to be used in instructional content areas for all students, particularly ELL students. These results also suggested the importance for general education teacher programs to include coursework specific for ELL instruction that can be effective for instruction in the general education classroom. Finally, this study also suggested the importance for educational systems to provide professional development focused specifically on providing effective instructional practices for ELLs in the general education classroom and core content areas. [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