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Shared Experiences of Core-Content Area Teachers Teaching ELLs in a Suburban North Texas School District

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Bibliographic Details
Title: Shared Experiences of Core-Content Area Teachers Teaching ELLs in a Suburban North Texas School District
Language: English
Authors: Burr, Jennifer L.
Source: ProQuest LLC. 2017Ed.D. Dissertation, Lamar University - Beaumont.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 107
Publication Date: 2017
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools
Descriptors: Middle School Teachers, Educational Strategies, Content Area Reading, English Language Learners, Suburban Schools, Phenomenology, Qualitative Research, Faculty Development, Teacher Student Relationship
Geographic Terms: Texas
Abstract: The purpose of this qualitative phenomenological study was to explore the teaching strategies of effective middle school content-area teachers in teaching English Language Learner students in one suburban ISD in North Texas. Ten participants were asked questions from a guided protocol to obtain information about practices and strategies effective core content-area teachers used when working with ELL students in their classroom. Implications emerging from this study can help the improvement of professional development and can contribute to districts recognizing the importance of building relationships and rapport with students while building academic content. [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.]
Abstractor: As Provided
Entry Date: 2018
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10642381
Accession Number: ED584354
Database: ERIC
Description
Abstract:The purpose of this qualitative phenomenological study was to explore the teaching strategies of effective middle school content-area teachers in teaching English Language Learner students in one suburban ISD in North Texas. Ten participants were asked questions from a guided protocol to obtain information about practices and strategies effective core content-area teachers used when working with ELL students in their classroom. Implications emerging from this study can help the improvement of professional development and can contribute to districts recognizing the importance of building relationships and rapport with students while building academic content. [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.]