Pedagogical practices and beliefs in preparing English learners for the ARMT+ and the access

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dc.contributor Kuntz, Aaron M.
dc.contributor Wilson, Elizabeth K.
dc.contributor Erevelles, Nirmala
dc.contributor McKnight, Douglas
dc.contributor.advisor Mantero, Miguel Edmonds, Margaret Jensen 2017-03-01T17:00:37Z 2017-03-01T17:00:37Z 2014
dc.identifier.other u0015_0000001_0001538
dc.identifier.other Edmonds_alatus_0004D_11816
dc.description Electronic Thesis or Dissertation
dc.description.abstract This study investigated the impact of preparing English learners for the ARMT+ and the ACCESS on the classroom pedagogy and practice of 4 case study teachers identified by their principals as meeting the stated requirements. The setting was 7th-grade Math and English middle school classrooms. The study examined the classroom instruction of those case study teachers in their regular instruction while preparing the ELs for their state mandated tests. Within a sociocultural framework, this study intended to bridge the gap in literature by exploring the pedagogical practices of these teachers toward the preparing of ELs for the state mandated testing. Data was collected through an initial survey, interviews, classroom observations, and field notes. The study sought trustworthiness through interview transcriptions with peer debriefing and member checks. Sources, data collection methods, and data analysis methods were also triangulated. This study demonstrates the need for a change in teacher beliefs in preparation for state mandated tests, combined with more professional development to meet the needs of the ever-changing student population.
dc.format.extent 115 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other English as a second language
dc.subject.other Education
dc.title Pedagogical practices and beliefs in preparing English learners for the ARMT+ and the access
dc.type thesis
dc.type text University of Alabama. Dept. of Curriculum and Instruction Secondary Education The University of Alabama doctoral Ph.D.

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