Examining the Massachusetts Sheltered English Instruction Teacher Endorsement Course

Autor/in	Donohue, William
Titel	Examining the Massachusetts Sheltered English Instruction Teacher Endorsement Course
Quelle	(2018), (175 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4388-7674-3
Schlagwörter	Hochschulschrift; Dissertation; English Instruction; Teacher Education; English Language Learners; Second Language Instruction; Program Implementation; Educational Trends; Faculty Development; Educational Improvement; Massachusetts + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; English langauage lessons; Englischunterricht; Lehrerausbildung; Lehrerbildung; Fremdsprachenunterricht; Bildungsentwicklung; Teaching improvement; Unterrichtsentwicklung; Master-Studiengang
Abstract	The purpose of this study was to reveal the degree to which the Massachusetts Sheltered English Instruction Endorsement (SEI) course supported teachers of English learners (ELs) so that EL instruction could be amended or modified and school district efforts to support ELs and teachers could be addressed accordingly. This study examined the learning environment within the SEI course, EL instruction changes made as a result of the course, and current district efforts to support ELs and teachers. The case-study methodology was selected to analyze EL teacher and school district administrator views and experiences. The fourteen themes emerging from the data led to three findings: (1) the SEI course contained strong takeaways, and there was targeted implementation of instructional supports for EL instruction, (2) EL instruction was headed in the correct direction, but continued and focused change was needed to improve professional development, instruction, and supports in place to educate ELs, and (3) a shift in mindset leading to changes that went beyond teaching and learning. Two clear implications for this study are: (1) overview of the course and changes to instruction, and (2) changes in mindset based on new learning. This study should identify ways to build on this training for teachers, who must be the ones to drive change to professional development and EL support. This work could provide support for other districts as they review their efforts to educate ELs. [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