南開科技大學圖書館 |

回首頁

Effective teaching practices in the linguistically diverse university classroom.

紀錄類型:	書目-電子資源 : 單行本
正題名/作者:	Effective teaching practices in the linguistically diverse university classroom./
作者:	Farmer, Vickie L.
面頁冊數:	184 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4315.
Contained By:	Dissertation Abstracts International66-12A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3198784
ISBN:	9780542442476

Effective teaching practices in the linguistically diverse university classroom.
Farmer, Vickie L.

Effective teaching practices in the linguistically diverse university classroom. - 184 p.

Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4315.

Thesis (Ed.D.)--University of Washington, 2005.

Students whose first language is not English have been entering postsecondary institutions in the United States in increasing numbers. Most faculty members have not been trained in teaching these students, and when they realize that they have students with differing English proficiencies in their classes, they may search for effective teaching methods that enhance the learning experience for all students. This dissertation assists that search by examining the commonalties, best practices, and unique teaching approaches of distinguished teachers in addressing linguistic diversity among students in the university classroom. This dissertation should also be of interest to administrators who are concerned with the retention of language minority students in higher education. The research for this dissertation entailed a qualitative case study of 11 professors from a number of disciplines at one university who have won awards for distinguished teaching and who have had experience working with linguistic minority students. These professors' insights into teaching methods have been broken into the following categories: techniques for putting students at ease, facilitation of student-to-student interactions, uses of technology, evaluation of student writing, expectations of students, accommodations made for students, awareness of language as an element of cultural identity difference in the classroom, and the benefits of having students in the classroom whose first language is not English. In semi-structured interviews, these distinguished faculty identify strategies that they utilize to bring students with varying degrees of English language ability into classroom activities, thereby advancing the likelihood of their academic success.

ISBN: 9780542442476Subjects--Topical Terms:

165455
Education, Higher.

Effective teaching practices in the linguistically diverse university classroom.
LDR:02690nmm 2200289 4500 001 1000004760
005 20061114130256.5
008 061114s2005 eng d
020 $a 9780542442476
035 $a (UnM)AAI3198784
035 $a AAI3198784
040 $a UnM $c UnM{me_controlnum}
100 1 $a Farmer, Vickie L. $3 1000005845
245 1 0 $a Effective teaching practices in the linguistically diverse university classroom.
300 $a 184 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4315.
500 $a Chair: Steven G. Olswang.
502 $a Thesis (Ed.D.)--University of Washington, 2005.
520 $a Students whose first language is not English have been entering postsecondary institutions in the United States in increasing numbers. Most faculty members have not been trained in teaching these students, and when they realize that they have students with differing English proficiencies in their classes, they may search for effective teaching methods that enhance the learning experience for all students. This dissertation assists that search by examining the commonalties, best practices, and unique teaching approaches of distinguished teachers in addressing linguistic diversity among students in the university classroom. This dissertation should also be of interest to administrators who are concerned with the retention of language minority students in higher education. The research for this dissertation entailed a qualitative case study of 11 professors from a number of disciplines at one university who have won awards for distinguished teaching and who have had experience working with linguistic minority students. These professors' insights into teaching methods have been broken into the following categories: techniques for putting students at ease, facilitation of student-to-student interactions, uses of technology, evaluation of student writing, expectations of students, accommodations made for students, awareness of language as an element of cultural identity difference in the classroom, and the benefits of having students in the classroom whose first language is not English. In semi-structured interviews, these distinguished faculty identify strategies that they utilize to bring students with varying degrees of English language ability into classroom activities, thereby advancing the likelihood of their academic success.
590 $a School code: 0250.
650 4 $a Education, Higher. $3 165455
650 4 $a Education, Bilingual and Multicultural. $3 1000005499
650 4 $a Education, Teacher Training. $3 1000005410
690 $a 0745
690 $a 0282
690 $a 0530
710 2 0 $a University of Washington. $3 176174
773 0 $t Dissertation Abstracts International $g 66-12A.
790 1 0 $a Olswang, Steven G., $e advisor
790 $a 0250
791 $a Ed.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3198784 $z