"I Feel the Responsibility": The Nexus of Secondary Teacher Knowledge, Place-Based Education, and Emergent Bilinguals Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 8-12, 2021).

Autor/inn/en	Marichal, Nidza; Coady, Maria R.
Titel	"I Feel the Responsibility": The Nexus of Secondary Teacher Knowledge, Place-Based Education, and Emergent Bilinguals Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 8-12, 2021).
Quelle	(2021), (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Place Based Education; Bilingualism; Second Language Learning; Rural Schools; Educational Improvement; Secondary School Teachers; Teaching Methods; Advocacy; Knowledge Base for Teaching; Teacher Education Programs; Hispanic American Students; English (Second Language); Second Language Instruction; Faculty Development; Language Teachers; Agricultural Production; Teacher Attitudes; Teacher Characteristics; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Bilingualismus; Zweitsprachenerwerb; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Teaching improvement; Unterrichtsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialanwaltschaft; Teaching theory; Theory of teaching; Unterrichtstheorie; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Agriculture; Production; Landwirtschaft; Produktion; Agrarproduktion; Landwirtschaftliche Produktion; Lehrerverhalten; Pädagogische Kompetenz
Abstract	The majority of Emergent Bilinguals (EBs) in the United States come from Hispanic backgrounds. Although a relatively smaller number of EBs attend rural schools, there remains a dearth of research on what rural secondary teachers know and do with EBs to support their learning. In order to accept educational responsibility for all EBs, we must unravel what rural secondary teachers know and do, and the role of place in instruction and advocacy. Grounded in teacher knowledge and place-based education, this study examined qualitative data from four rural secondary teachers of EBs. A four-dimensional teacher knowledge model is proposed. Findings can inform teacher education programs, extend the research base, and improve education for rural secondary EB students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01