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Record identifier : 567081
Personal Name - Primary Intelectual Responsibility : Friebus-Flaman, Marion Mieko
Title and statement of responsibility : Pull-out gradual exit transitional bilingual education: Examining practice through teachers' stories [Thesis]
Publication, Distribution,Etc. : Gradual exit transitional bilingual education is a relatively new form of bilingual education, and as such its practice is not well known or understood. This study examined the practice of pull-out gradual exit transitional bilingual education through a narrative inquiry of the teaching experiences of five transitional bilingual education resource teachers. A three-interview framework was used as the primary means of data collection. Narrative descriptions of the teachers' experiences were drafted from the results of narrative analyses of the data. A cross-case comparison of the five narratives revealed not only the practices of the bilingual resource teachers, but also the depth of their commitment to helping English language learners and their families to be successful in their new environments., 2003
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , Gradual exit transitional bilingual education is a relatively new form of bilingual education, and as such its practice is not well known or understood. This study examined the practice of pull-out gradual exit transitional bilingual education through a narrative inquiry of the teaching experiences of five transitional bilingual education resource teachers. A three-interview framework was used as the primary means of data collection. Narrative descriptions of the teachers' experiences were drafted from the results of narrative analyses of the data. A cross-case comparison of the five narratives revealed not only the practices of the bilingual resource teachers, but also the depth of their commitment to helping English language learners and their families to be successful in their new environments.
Summary or Abstract : Gradual exit transitional bilingual education is a relatively new form of bilingual education, and as such its practice is not well known or understood. This study examined the practice of pull-out gradual exit transitional bilingual education through a narrative inquiry of the teaching experiences of five transitional bilingual education resource teachers. A three-interview framework was used as the primary means of data collection. Narrative descriptions of the teachers' experiences were drafted from the results of narrative analyses of the data. A cross-case comparison of the five narratives revealed not only the practices of the bilingual resource teachers, but also the depth of their commitment to helping English language learners and their families to be successful in their new environments..
Topical Name Used as Subject : Bilingual education, Multicultural education
Information of biblio record : TL
 
 
 
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