A Causal-Comparative Study of Community Colleges' Performance Regarding Faculty Attitudes towards English as an Additional Language Students, Instructional Strategies, and Institution Culture

Autor/in	Harris, Kenya
Titel	A Causal-Comparative Study of Community Colleges' Performance Regarding Faculty Attitudes towards English as an Additional Language Students, Instructional Strategies, and Institution Culture
Quelle	(2017), (170 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-9134-0
Schlagwörter	Hochschulschrift; Dissertation; Causal Models; Comparative Analysis; Community Colleges; Teacher Attitudes; Second Language Instruction; English (Second Language); Second Language Learning; College Students; Educational Strategies; School Culture; Graduation Rate; Teacher Characteristics; Teacher Surveys; Online Surveys; Statistical Analysis; New York (New York) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Kausalanalyse; Community college; Community College; Lehrerverhalten; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Collegestudent; Lehrstrategie; Schulkultur; Schulleben; Statistische Analyse
Abstract	As the socio-linguistic make-up of the United States shifts from an English monolingual country to a multilingual society, it becomes imperative that a pool of linguistically, knowledgeable, competent nurses are in the pipeline to the nursing workforce to meet the needs of a diverse lingual patient population. The continued lack of underrepresentation of culturally and linguistically diverse nurses threatens any initiatives aimed at ending racial/ethnic inequalities in health care. This causal-comparative study investigates the difference between high, medium, and low graduation rates in regards to faculty's attitude toward English as an additional language students (EAL), Faculty Attributes, Instructional Strategies and Institution Culture. The faculty was separated into low, medium and high performing community colleges in the New York City area based the schools' graduation rates. The faculty answered an electronic 70-item questionnaire. A one-way analysis of the variances showed faculty in high performing schools utilized more instructional strategies geared towards EAL student then medium performing schools. [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