Building a Whole School Approach and Teacher Efficacy with English Language Learners

Autor/inn/en	Haworth, Penny; McGee, Alyson; MacIntyre, Lesieli Kupu
Titel	Building a Whole School Approach and Teacher Efficacy with English Language Learners
Quelle	In: Teachers and Teaching: Theory and Practice, 21 (2015) 2, S.164-177 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2014.928131
Schlagwörter	Educational Change; English Language Learners; Self Efficacy; Qualitative Research; Socioeconomic Influences; Semi Structured Interviews; Elementary School Teachers; Educational Practices; National Standards; Standardized Tests; Institutional Characteristics; Teaching Methods; English Instruction; English (Second Language); Teacher Collaboration; Performance Factors; Teacher Surveys; Teacher Attitudes; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Bildungsreform; Self-efficacy; Selbstwirksamkeit; Qualitative Forschung; Sozioökonomischer Faktor; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungspraxis; Standadised tests; Standardisierter Test; Teaching method; Lehrmethode; Unterrichtsmethode; English langauage lessons; Englischunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerkooperation; Leistungsindikator; Lehrerverhalten; Ausland; Neuseeland
Abstract	Current professional development initiatives show a preference for whole school approaches. However, pedagogy related to English language learners (ELLs) is often not widely dispersed in New Zealand primary schools, impacting on teacher efficacy with these learners. This paper discusses findings from a qualitative study which aimed to identify influences shaping the dispersal of ELL-related pedagogy in two schools in contrasting socio-economic areas. Data from semi-structured individual interviews with teachers at different class levels revealed unique patterns for the dispersal of ELL-related pedagogy in each school. Teacher data indicated that these patterns were influenced by the performance of ELLs in national standards testing, as well as the special characteristics of ELLs in each setting and the distinctive nature of each context. The dispersal of ELL pedagogy in each school impacted differentially on opportunities to build a sense of collective teaching efficacy with ELLs in that setting, but also raised questions about whether one size should be expected to fit all. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10