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Exploring new roles of classroom teachers in Iowa communities experiencing rapid ethnic diversification.

机译:在种族快速多样化的爱荷华州社区中探索课堂教师的新角色。

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摘要

Non-English speakers are currently the fastest growing population group in Iowa schools. Immigrant and refugee families are choosing in record numbers to make Iowa their home. Across the state, newcomers are added daily to classroom rosters, and teachers are challenged to meet the unique social, emotional, and educational needs of students.;The purpose of this qualitative study was to explore how selected teachers in classrooms across Iowa have responded personally and professionally to an evolving socio-political climate. The study examined how professional roles have been redefined and how teachers have responded to the changes. Three research questions guided this qualitative study. (1) How do teachers respond to the demands of meeting the instructional needs of English language learners? (2) How does the current political climate and teachers' understanding of immigration issues affect their interactions with students? (3) How do teachers' personal immigration stories, family history, faith and traditions influence how they define and enact their own identities as related their professional work? Data was collected through semi-structured teacher interviews and classroom observations across eight school districts ranging in size and demographics. Interactions between teachers and their linguistically and culturally diverse students were observed and analyzed. Narratives were co-constructed to convey meaning through story telling.;Themes emerged through the process of reflection and analysis. Teachers reported lack of knowledge and skills to meet demands in classrooms that have become increasingly diverse. They cited inadequate preparation from both pre-service teacher education programs and district-provided professional development. Teacher preparation was lacking in the areas of language acquisition, cultural competencies, and instructional strategies for effective teaching of English learners. Teachers reported that their practice was generally not influenced by the current political climate, and that both faith and personal history were significant motivations for meeting the needs of English learners. Implications can be drawn for universities, school districts, and legislators.
机译:目前,非英语使用者是爱荷华州学校中增长最快的人群。移民和难民家庭正以创纪录的数量选择爱荷华州作为自己的家。在全州范围内,每天都会有新来者加入课堂花名册,并且挑战教师来满足学生独特的社交,情感和教育需求。此项定性研究的目的是探讨爱荷华州各教室中选定的教师如何做出个人回应并在专业上适应不断发展的社会政治氛围。这项研究研究了如何重新定义专业角色以及教师如何应对变化。三个研究问题指导了该定性研究。 (1)教师如何满足英语学习者的教学需求? (2)当前的政治氛围和教师对移民问题的理解如何影响他们与学生的互动? (3)教师的个人移民故事,家庭历史,信仰和传统如何影响他们如何定义和制定与专业工作相关的身份?数据是通过半结构化的老师访谈和教室观察在八个学区中收集的,这些学区的规模和人口统计数据不一。观察和分析了教师与他们在语言和文化上各异的学生之间的互动。叙事被共同建构以通过故事讲述来传达意义。主题通过反思和分析过程出现。老师报告说缺乏知识和技能来满足日益多样化的教室中的需求。他们列举了职前教师教育计划和学区提供的专业发展准备不足。在有效掌握英语学习者的语言习得,文化能力和教学策略方面,教师准备不足。老师报告说,他们的实践通常不受当前政治气氛的影响,信仰和个人历史都是满足英语学习者需求的重要动机。可以对大学,学区和立法者产生影响。

著录项

  • 作者

    Lewis, Cindy R.;

  • 作者单位

    University of Northern Iowa.;

  • 授予单位 University of Northern Iowa.;
  • 学科 Educational leadership.;Teacher education.;Multicultural Education.;English as a second language.
  • 学位 Ed.D.
  • 年度 2012
  • 页码 128 p.
  • 总页数 128
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 冶金工业;
  • 关键词

  • 入库时间 2022-08-17 11:43:04

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