南開科技大學圖書館 |

Language: English

Help

南開科技大學

圖書館首頁

編目中圖書申請

Back

Switch To: Labeled | MARC Mode | ISBD

Content-area teachers' assessment of...

Milnes, Terry.

Content-area teachers' assessment of ESL students' written work: Perspectives of seven teachers from one Ontario high school.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Content-area teachers' assessment of ESL students' written work: Perspectives of seven teachers from one Ontario high school./
Author:	Milnes, Terry.
Description:	185 p.
Notes:	Source: Masters Abstracts International, Volume: 44-01, page: 0067.
Contained By:	Masters Abstracts International44-01.
Subject:	Education, Secondary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MR05056
ISBN:	9780494050569

Content-area teachers' assessment of ESL students' written work: Perspectives of seven teachers from one Ontario high school.
Milnes, Terry.

Content-area teachers' assessment of ESL students' written work: Perspectives of seven teachers from one Ontario high school. - 185 p.

Source: Masters Abstracts International, Volume: 44-01, page: 0067.

Thesis (M.Ed.)--Queen's University at Kingston (Canada), 2005.

Given recent immigration trends in Canada, high school teachers, irrespective of the subjects they teach, have increasing numbers of English as a second language (ESL) students in their classes. The purpose of this study was to investigate how content-area teachers assess the written work of ESL students and whether they use different assessment strategies for ESL as opposed to the non-ESL students in their classes.

ISBN: 9780494050569Subjects--Topical Terms:

187031
Education, Secondary.

Content-area teachers' assessment of ESL students' written work: Perspectives of seven teachers from one Ontario high school.
LDR:02732nmm 2200289 4500 001 1000004801
005 20061114130307.5
008 061114s2005 eng d
020 $a 9780494050569
035 $a (UnM)AAIMR05056
035 $a AAIMR05056
040 $a UnM $c UnM{me_controlnum}
100 1 $a Milnes, Terry. $3 1000005901
245 1 0 $a Content-area teachers' assessment of ESL students' written work: Perspectives of seven teachers from one Ontario high school.
300 $a 185 p.
500 $a Source: Masters Abstracts International, Volume: 44-01, page: 0067.
502 $a Thesis (M.Ed.)--Queen's University at Kingston (Canada), 2005.
520 $a Given recent immigration trends in Canada, high school teachers, irrespective of the subjects they teach, have increasing numbers of English as a second language (ESL) students in their classes. The purpose of this study was to investigate how content-area teachers assess the written work of ESL students and whether they use different assessment strategies for ESL as opposed to the non-ESL students in their classes.
520 $a The findings indicated that the participants evinced positive attitudes towards ESL students themselves but identified a number of problems with the written work submitted by most (though not all) of their ESL students. Many participants reported resolving complex assessment decisions using a case-by-case approach. Marks awarded by most of the participants to both ESL and non-ESL students were influenced positively, though generally to a small degree, by a consideration of nonachievement factors. Student effort, while defined and rewarded in different ways, was the nonachievement factor most valued by the participants.
520 $a The findings of this study have implications for school administrators and teachers, who may wish to discuss formally the range of assessment approaches adopted at the classroom level. The desire of the participants for more guidance in assessing the work of ESL students suggests a need for professional development opportunities. In addition, parents of both ESL and non-ESL students might be interested to learn that the marks awarded by some classroom teachers represent a mix of achievement and nonachievement factors. Finally, policy-makers may benefit from an awareness that, absent considerable support in the field, provincially-developed assessment policies regarding ESL students may be difficult for classroom teachers to apply. (Abstract shortened by UMI.)
590 $a School code: 0283.
650 4 $a Education, Secondary. $3 187031
650 4 $a Education, Bilingual and Multicultural. $3 1000005499
650 4 $a Language, Rhetoric and Composition. $3 1000005494
690 $a 0533
690 $a 0282
690 $a 0681
710 2 0 $a Queen's University at Kingston (Canada). $3 1000005705
773 0 $t Masters Abstracts International $g 44-01.
790 $a 0283
791 $a M.Ed.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MR05056 $z

館藏地: 出版年: 卷號:

館藏

此限制條件找不到符合的館藏，請您更換限制條件。

建立或儲存個人書籤

書目轉出

取書館別