A Multiple Case Study of the Influence of Professional Development on Teachers of Emergent Bilinguals

Autor/in	Beck, Brandon T.
Titel	A Multiple Case Study of the Influence of Professional Development on Teachers of Emergent Bilinguals
Quelle	(2017), (259 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Manhattanville College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-6756-1
Schlagwörter	Hochschulschrift; Dissertation; Teacher Effectiveness; Bilingual Students; Teacher Competencies; Case Studies; Faculty Development; Elementary School Teachers; Grade 3; Grade 4; Grade 5; Teacher Attitudes; Qualitative Research; Self Efficacy; Teacher Background; Sustainability; Language Teachers; Teacher Collaboration; Cultural Awareness; Definitions; Scaffolding (Teaching Technique); English Language Learners + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrkunst; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Lehrerverhalten; Qualitative Forschung; Self-efficacy; Selbstwirksamkeit; Nachhaltigkeit; Language teacher; Sprachunterricht; Lehrerkooperation; Cultural identity; Kulturelle Identität; Begriffsbestimmung
Abstract	Teacher efficacy is influenced by how well teachers are prepared to teach their students. As the emergent bilingual (EB) student population steadily increases across the U.S.A., instructional challenges arise for teachers. This multiple-case study examined how in-service professional development influenced the self-efficacy of elementary teachers (grades 3-5) of EBs across two schools in a district in Westchester County, New York. Furthermore, it developed an understanding of the in-service professional development deemed important by teachers of EBs for positively influencing self-efficacy. The results of this qualitative study found that teachers in this district (a) lacked adequate in-service professional development opportunities related to teaching EBs, (b) teacher background influenced a teacher's perception of their self-efficacy when learning from in-service professional development, (c) inadequate support for sustaining programs for teaching language acquisition was found, (d) collaboration with the English as a New Language teacher influenced teacher self-efficacy positively, (e) an inconsistent definition of "culture" among teachers of EBs was prevalent, (f) important in-service professional development instructional scaffolds were identified, (g) instructional scaffolds to employ in future in-service professional development that influence the self-efficacy of EBs are provided. [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