FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W2518923138> ?p ?o ?g. }

• W2518923138 abstract "Teachers’ Perceptions of English Language Learners and Reading Instruction by Paulette Pualani Jackson MLA, Dallas Baptist University, 1999 BS, Southwestern Assemblies of God University, 1997 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2016 Abstract The growing population of English language learners (ELLs) in an urban school district in the southwest United States has maintained low achievement scores in the K-5 grades. Students who do not attain reading proficiency at least by the end of 3rd grade are at risk of continued academic failure through high school. Research shows that teachers’ knowledge and preparedness to teach reading has an influence on student performance. The purpose of this qualitative study was to explore the readiness of mainstream classroom teachers to teach reading to ELLs. Guided by the sociocultural frameworks of Bruner and Vygotsky, this study explored teachers’ perceptions about the adequacy of instructional resources they receive to improve reading instruction. A sample of 12 purposefully selected teachers from 10 different school districts, with at least 3 years of experience teaching ELLs, shared their responses via semistructured interviews. Data sorted through inductive and axial coding showed teachers expressed an inadequacy in preparing to teach ELLs and depended on their experience with ELLs to provide specific teaching strategies in a risk-free environment that would promote positive student outcomes. The participants’ responses helped design a professional developmentThe growing population of English language learners (ELLs) in an urban school district in the southwest United States has maintained low achievement scores in the K-5 grades. Students who do not attain reading proficiency at least by the end of 3rd grade are at risk of continued academic failure through high school. Research shows that teachers’ knowledge and preparedness to teach reading has an influence on student performance. The purpose of this qualitative study was to explore the readiness of mainstream classroom teachers to teach reading to ELLs. Guided by the sociocultural frameworks of Bruner and Vygotsky, this study explored teachers’ perceptions about the adequacy of instructional resources they receive to improve reading instruction. A sample of 12 purposefully selected teachers from 10 different school districts, with at least 3 years of experience teaching ELLs, shared their responses via semistructured interviews. Data sorted through inductive and axial coding showed teachers expressed an inadequacy in preparing to teach ELLs and depended on their experience with ELLs to provide specific teaching strategies in a risk-free environment that would promote positive student outcomes. The participants’ responses helped design a professional development initiative to address the need for more training specific for reading teachers of ELLs. Implications for positive social change include providing more training in reading instruction for teachers of ELLs that can result in increased ELL student reading achievement and greater academic success through high school. Teachers’ Perceptions of English Language Learners and Reading Instruction by Paulette Pualani Jackson MLA, Dallas Baptist University, 1999 BS, Southwestern Assemblies of God University, 1997 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education" @default.
• W2518923138 created "2016-09-23" @default.
• W2518923138 creator A5054438516 @default.
• W2518923138 date "2016-01-01" @default.
• W2518923138 modified "2023-09-23" @default.
• W2518923138 title "Teachers' Perceptions of English Language Learners and Reading Instruction" @default.
• W2518923138 cites W102127342 @default.
• W2518923138 cites W104283495 @default.
• W2518923138 cites W1480837693 @default.
• W2518923138 cites W1515866340 @default.
• W2518923138 cites W1516534262 @default.
• W2518923138 cites W1517963229 @default.
• W2518923138 cites W1519596181 @default.
• W2518923138 cites W1527311855 @default.
• W2518923138 cites W1539265701 @default.
• W2518923138 cites W1551734054 @default.
• W2518923138 cites W1560565656 @default.
• W2518923138 cites W1577785489 @default.
• W2518923138 cites W1582458506 @default.
• W2518923138 cites W1830390849 @default.
• W2518923138 cites W1916047946 @default.
• W2518923138 cites W1970209023 @default.
• W2518923138 cites W1970807009 @default.
• W2518923138 cites W1976072050 @default.
• W2518923138 cites W1981608784 @default.
• W2518923138 cites W1988102765 @default.
• W2518923138 cites W1988642160 @default.
• W2518923138 cites W1989256934 @default.
• W2518923138 cites W1989506325 @default.
• W2518923138 cites W1995385807 @default.
• W2518923138 cites W2002357775 @default.
• W2518923138 cites W2003101522 @default.
• W2518923138 cites W2004321442 @default.
• W2518923138 cites W2007647657 @default.
• W2518923138 cites W2008556272 @default.
• W2518923138 cites W2011617683 @default.
• W2518923138 cites W2012064029 @default.
• W2518923138 cites W2013065442 @default.
• W2518923138 cites W2017319780 @default.
• W2518923138 cites W2018567028 @default.
• W2518923138 cites W2026770258 @default.
• W2518923138 cites W2029307868 @default.
• W2518923138 cites W2030789358 @default.
• W2518923138 cites W2032526521 @default.
• W2518923138 cites W2036621065 @default.
• W2518923138 cites W2036844040 @default.
• W2518923138 cites W2041793578 @default.
• W2518923138 cites W2042918449 @default.
• W2518923138 cites W2046503961 @default.
• W2518923138 cites W2048987551 @default.
• W2518923138 cites W2053882504 @default.
• W2518923138 cites W2060237428 @default.
• W2518923138 cites W2060559965 @default.
• W2518923138 cites W2062721635 @default.
• W2518923138 cites W2072056113 @default.
• W2518923138 cites W2082548251 @default.
• W2518923138 cites W2084977781 @default.
• W2518923138 cites W2089143101 @default.
• W2518923138 cites W2089827993 @default.
• W2518923138 cites W2090310527 @default.
• W2518923138 cites W2090366216 @default.
• W2518923138 cites W2090531029 @default.
• W2518923138 cites W2092247936 @default.
• W2518923138 cites W2097307314 @default.
• W2518923138 cites W2097344567 @default.
• W2518923138 cites W2100408834 @default.
• W2518923138 cites W2102866687 @default.
• W2518923138 cites W2104734973 @default.
• W2518923138 cites W2105328183 @default.
• W2518923138 cites W2105572599 @default.
• W2518923138 cites W2110123444 @default.
• W2518923138 cites W2111119976 @default.
• W2518923138 cites W2112411819 @default.
• W2518923138 cites W2113038243 @default.
• W2518923138 cites W2115723564 @default.
• W2518923138 cites W2116190685 @default.
• W2518923138 cites W2116201173 @default.
• W2518923138 cites W2117439060 @default.
• W2518923138 cites W2118304762 @default.
• W2518923138 cites W2118824686 @default.
• W2518923138 cites W2120917629 @default.
• W2518923138 cites W2122383889 @default.
• W2518923138 cites W2125314990 @default.
• W2518923138 cites W2126036626 @default.
• W2518923138 cites W2127191492 @default.
• W2518923138 cites W2127665389 @default.
• W2518923138 cites W2128765596 @default.
• W2518923138 cites W2129660502 @default.
• W2518923138 cites W2130210496 @default.
• W2518923138 cites W2131800939 @default.
• W2518923138 cites W2132541298 @default.
• W2518923138 cites W2133469258 @default.
• W2518923138 cites W2135943618 @default.
• W2518923138 cites W2139429318 @default.
• W2518923138 cites W2140000358 @default.
• W2518923138 cites W2145246664 @default.
• W2518923138 cites W2147485260 @default.
• W2518923138 cites W2149641295 @default.
• W2518923138 cites W2150253747 @default.
• W2518923138 cites W2155234945 @default.

• next