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作者 Billings, Elsa S
書名 Preparing to teach English language learners: An analysis of teachers' online interactions
國際標準書號 0496043722
book jacket
說明 375 p
附註 Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3339
Adviser: Kenji Hakuta
Thesis (Ph.D.)--Stanford University, 2004
Emerging technologies such as the Internet, online video, and synchronous/asynchronous communication tools show promise in addressing problematic issues in teacher education and professional development (Eastmond, 1998), including addressing the
This study explored the effectiveness of an online course created by researchers and educators at Stanford University. The course was one in a series of online courses around effective practices in teaching English language learners (ELLs) that
Study participants were 21 in-service teachers. Transcripts of online discussions served as the data source. This study utilized qualitative content analyses of online discussions, descriptive statistics, and a Reflection Rubric specifically dev
Findings showed mixed, yet promising evidence of conceptual change, reflection, and community development. Each of these areas was present in this online CLAD course, with issues that surfaced around each mirroring those found in face-to-face co
Implications stemming from this study include contributions for the advancement of online courses, diversity training, and the development of a theoretical framework with which to both design and study online courses
School code: 0212
DDC
Host Item Dissertation Abstracts International 65-09A
主題 Education, Teacher Training
Education, Technology
Education, Bilingual and Multicultural
0530
0710
0282
Alt Author Stanford University
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