Advocating Elementary ELL Teachers' Perceptions of Implementing Sheltered Instructional Strategies

Autor/in	Dixon-Tillery, Debra
Titel	Advocating Elementary ELL Teachers' Perceptions of Implementing Sheltered Instructional Strategies
Quelle	(2023), (116 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Tennessee State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-6112-3
Schlagwörter	Hochschulschrift; Dissertation; English Language Learners; Teaching Methods; Language Teachers; Teacher Attitudes; English (Second Language); Second Language Learning; Second Language Instruction; Classroom Observation Techniques; Likert Scales; Reading Strategies; Validity; Reliability; Teacher Characteristics; Teaching Experience; Majors (Students); Undergraduate Study; Elementary School Teachers; Tennessee + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Likert-Skala; Reading strategy; Leselernstufe; Lesetechnik; Gültigkeit; Reliabilität; Grundstudium; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The purpose of this study was to analyze the use of reading strategies being implemented in an urban school district in the Southeast. This study was framed on the SIOP (Sheltered Instruction Observation Protocol) Model (Echevarria et al., 2017). SIOP is an instructional framework that has been used in K-12 schools since the 1980s. It is a framework for instruction that encourages teachers to set students up for success by consciously and deliberately connecting them to the content, the language, and one another. This research analyzed the results of a Likert scale survey to determine teachers' perceptions of the reading strategies taught in their classrooms. A cross-sectional survey research design was utilized for this study. A questionnaire, "ELL Teachers' Perceptions of Sheltered Instructional Strategies," was created from the literature on sheltered instruction, particularly the SIOP® Model. To check instrument reliability and validity, the survey was field-tested with twelve ELL teachers from schools in the Middle Tennessee area. Fifteen individuals were invited to participate in the SIOP survey, and twelve individuals responded. To validate the survey, specifically regarding "clarity" and "relevance" of constructs, an expert panel was consulted. The participants were considered experts based on their current roles as ELL teachers. Among the major findings of the study included: statistically significant difference in perceptions by (a)Years of Experience, (b) Number of ELL Courses Taken in Undergraduate Program, and (c) Graduate Degree Major. [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	2024/1/01