TEACHER PERCEPTIONS OF ONLINE SIOP® PROFESSIONAL DEVELOPMENT

Simple item page
dc.contributor.advisorFagan, Drewen_US
dc.contributor.advisorMcLaughlin, Margareten_US
dc.contributor.authorMcCall, Aundreaen_US
dc.contributor.departmentEducation Policy, and Leadershipen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2018-07-11T05:31:27Z
dc.date.available2018-07-11T05:31:27Z
dc.date.issued2018en_US
dc.description.abstractEducators are concerned with the academic attainment of English learners (ELs) in U.S schools, as this student population’s numbers continue to grow. In 2014-15, 4.6 million, or about 9%, of all public school students in the United States were ELs. The number of ELs in public schools is projected to represent 25% of all public school students by 2025 (National Center for Education Statistics, 2017; National Clearinghouse for English Language Acquisition, 2013). The purpose of this study was to examine non-ESOL elementary content area teachers’ perceptions of the online SIOP® professional development course regarding implementing the six features of lesson preparation and applying the eight components of SIOP® within their lesson preparation. The study was guided by three research questions and an online survey to obtain teacher perceptions regarding their implementation of the key SIOP® components in lesson preparation, application of the eight SIOP® components, and potential ways that SIOP® had positive effects on instructing ELs. Qualtrics (a web-based tool) was used to create the descriptive survey and generate reports from the participants’ responses. From the research findings, recommendations were made to contribute to the literature and for future study in general, for the school district, and the researcher. SIOP® as an online professional development tool has the potential to reach a growing audience of content teachers who require best practices and sound approaches to teaching ELs in their classrooms.en_US
dc.identifierhttps://doi.org/10.13016/M2QJ7820J
dc.identifier.urihttp://hdl.handle.net/1903/20720
dc.language.isoenen_US
dc.subject.pqcontrolledEnglish as a second languageen_US
dc.subject.pqcontrolledReading instructionen_US
dc.subject.pqcontrolledTeacher educationen_US
dc.subject.pquncontrolledContent Teacher Professional Developmenten_US
dc.subject.pquncontrolledEnglish Learnersen_US
dc.subject.pquncontrolledProfessional Developmenten_US
dc.subject.pquncontrolledSheltered Instruction Observation Protocolen_US
dc.subject.pquncontrolledSIOPen_US
dc.subject.pquncontrolledTeacher Professional Developmenten_US
dc.titleTEACHER PERCEPTIONS OF ONLINE SIOP® PROFESSIONAL DEVELOPMENTen_US
dc.typeDissertationen_US

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
McCall_umd_0117E_18969.pdf
Size:
554.78 KB
Format:
Adobe Portable Document Format
Download

Collections

UMD Theses and Dissertations
Teaching, Learning, Policy & Leadership Theses and Dissertations