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首页> 外文学位 >Educational philosophies and teaching styles of Oklahoma elementary public school teachers of English language learners.
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Educational philosophies and teaching styles of Oklahoma elementary public school teachers of English language learners.

机译：俄克拉荷马州公立小学英语学习者的教育理念和教学风格。

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摘要

The increased educational responsibility placed on the public schools caused by the changing linguistic makeup of our nation requires that administrators rethink and restructure professional development in a way that will prepare ELL teachers to adequately meet the needs of the growing population of limited English speaking students. Therefore, the purpose of this study was to describe the educational philosophies and teaching styles of elementary English Language Learners (ELL) teachers in Oklahoma. This descriptive study examined the educational philosophies and teaching styles of teachers of ELL in elementary public schools of Oklahoma. In order to identify the educational philosophies of the ELL teachers, the Philosophy of Adult Education Inventory (PAEI) was administered on-line. Their preferred teaching style was measured using the Principles of Adult Learning Scale (PALS) and was also administered on-line.;More than half of the participants in this study scored highest on the Behaviorist view. Nearly one-fourth of the group scored highest on Progressive thought. The remaining fourth was divided respectively among the Humanistic, Liberal, and Reconstructionist schools. For teaching style, the total score and all of the factor scores overwhelmingly supported a teacher-centered approach by the ELL teachers. The total PALS score can be divided into seven factors in order to identify specific behaviors the teacher may use in the classroom that make up their overall style. The ELL teachers supported a teacher-centered approach on all factors. Using chi-square tests, no significant relationship were found between educational philosophy and gender, years experience, race, and age, but there was a significant relationship when the teachers were grouped by their educational philosophy and their educational level. For teaching style, few relationships were found with the demographic variables.;The possible interaction of philosophy and teaching style was examined using both discriminant analysis and regression analysis. No significant interactions were found.;Cluster analysis was used to identify two distinct groups. The group of 41 is neutral about focusing on content that is relevant to the student while the group of 51 disagrees rather strongly with focusing on content that is relevant to the student.;Based on these findings, conclusions were drawn related teaching in the current environment of No Child Left Behind and to relating teaching to current best practices in language instruction.
机译：由于我们国家的语言结构不断变化，公立学校承担的教育责任增加，要求管理人员重新思考和调整专业发展，以使ELL教师能够充分满足日益增长的英语程度有限的学生群体的需求。因此，本研究的目的是描述俄克拉荷马州基础英语学习者（ELL）教师的教育理念和教学风格。这项描述性研究考察了俄克拉荷马州公立小学ELL教师的教育理念和教学风格。为了确定ELL教师的教育理念，对在线成人教育清单哲学（PAEI）进行了管理。他们偏爱的教学方式是使用成人学习量表的原则（PALS）进行衡量的，并且也是在线进行的。在这项研究中，超过一半的参与者在行为主义者的观点上得分最高。在进步思想中，将近四分之一的人得分最高。剩下的第四名分别分为人文，自由和重建派。就教学风格而言，总分和所有因子得分都绝对支持ELL教师以教师为中心的方法。 PALS的总分可以分为七个因素，以识别教师在课堂上可能使用的构成其整体风格的特定行为。 ELL教师在所有因素上都支持以教师为中心的方法。使用卡方检验，在教育理念与性别，年龄，种族和年龄之间没有发现显着的关系，但是当教师根据其教育理念和受教育程度进行分组时，存在显着的关系。对于教学风格，几乎没有发现与人口统计学变量的关系。；使用判别分析和回归分析研究了哲学和教学风格之间可能的相互作用。没有发现显着的相互作用。聚类分析被用来识别两个不同的组。 41人小组对关注与学生有关的内容持中立态度，而51人小组则对关注与学生有关的内容持强烈反对意见；基于这些发现，得出了当前环境下有关教学的结论。绝不遗留任何孩子，并将教学与当前语言教学的最佳实践联系起来。

著录项

  • 作者

    Fritz, Ayesha.;

  • 作者单位

    Oklahoma State University.;

  • 授予单位 Oklahoma State University.;
  • 学科 Education Bilingual and Multicultural.;Education Elementary.;Education Adult and Continuing.;Education Philosophy of.
  • 学位 Ed.D.
  • 年度 2008
  • 页码 169 p.
  • 总页数 169
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 成人教育、业余教育;初等教育;教育;
  • 关键词

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