ESL Teachers' Perceptions and Factors Influencing Their Use of Classroom-Based Reading Assessment

Jia, Yueming; Eslami, Zohreh R.; Burlbaw, Lynn M.

doi:10.1080/15235882.2006.10162883

Cited by 34 publications

(32 citation statements)

References 19 publications

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“…In this sense, teacher-made materials maybe more effective because they target specific audiences, and are more culturally heterogeneous and geographically diverse (Ariew, 1989). Others, like Jia, Eslami, and Burlbaw (2006) reported that ESL teachers perceived their personal materials to be more objective since they were designed for specific learners and contexts.…”

Section: Instructional Materials and L2 Educationmentioning

confidence: 96%

Pedagogical treatment and change in preservice teacher beliefs: An experimental study

Polat

2010

International Journal of Educational Research

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Section: Instructional Materials and L2 Educationmentioning

confidence: 96%

Pedagogical treatment and change in preservice teacher beliefs: An experimental study

Polat

2010

International Journal of Educational Research

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“…However, it weakened during the course of student teaching. Teachers play a vital role in determining the success of student learning; thus, according to Jia et al (2006), understanding teachers' perceptions and beliefs about themselves and their abilities is important. Besides, according to Bandura (1997), teacher's sense of efficacy can potentially influence both the kind of environment they create as well as the various instructional practices introduced in the classroom.…”

Section: Introductionmentioning

confidence: 99%

THEY ARE TRAINED TO TEACH, BUT HOW CONFIDENT ARE THEY? A STUDY OF STUDENT TEACHERSâ SENSE OF EFFICACY

Bakar¹

2012

Journal of Social Sciences

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The objective of the study was to assess student teachers' efficacy in one of the teacher training institutions in Malaysia, with specific reference to the aspects of student engagement, instructional strategies and classroom management. The sample size was 675 final-year teacher education students. The findings suggest that a majority of the respondents had a high level of teaching efficacy (M = 3.98; SD = 0.36). They were also highly efficacious in student engagement (M = 4.01; SD = 0. 41), instructional strategies (M = 4.01; SD = 0. 39) and classroom management (M = 4.00; SD = 0.45). A significant correlation was found between teaching efficacy and academic achievement C (r = 0.15, p<0.05). The study also revealed that teaching efficacy differed as a function of gender (t = 6.47, p<0.05), career choice (t = 6.04, p<0.05), educational aspiration (t = 2.02, p<0.05) and content major (F 3,668 = 9.86, p<0.05).

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“…The implicit assumption in English Canada has been that ESL teachers will take care of “fixing” the language problems of English language learners. This assumption ignores the fact that typically at least five years are required for DLL students to catch up academically in the school language (e.g., Cummins, 1981; Klesmer, 1994). Thus, content teachers will inevitably be teaching DLL students over the course of several years while students are still in the process of catching up to grade expectations in academic English (or French).…”

Section: Teaching English and French To Newcomer Studentsmentioning

confidence: 99%

To what extent are Canadian second language policies evidence-based? Reflections on the intersections of research and policy

Cummins

2014

Front. Psychol.

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The paper addresses the intersections between research findings and Canadian educational policies focusing on four major areas: (a) core and immersion programs for the teaching of French to Anglophone students, (b) policies concerning the learning of English and French by students from immigrant backgrounds, (c) heritage language teaching, and (d) the education of Deaf and hard-of hearing students. With respect to the teaching of French, policy-makers have largely ignored the fact that most core French programs produce meager results for the vast majority of students. Only a small proportion of students (<10%) attend more effective alternatives (e.g., French immersion and Intensive French programs). With respect to immigrant-background students, a large majority of teachers and administrators have not had opportunities to access the knowledge base regarding effective instruction for these students nor have they had opportunities for preservice or in-service professional development regarding effective instructional practices. Educational policies in most jurisdictions have also treated the linguistic resources that children bring to school with, at best, benign neglect. In some cases (e.g., Ontario) school systems have been explicitly prohibited from instituting enrichment bilingual programs that would promote students' bilingualism and biliteracy. Finally, with respect to Deaf students, policy-makers have ignored overwhelming research on the positive relationship between academic success and the development of proficiency in natural sign languages, preferring instead to leave uncorrected the proposition that acquisition of languages such as American Sign Language by young children (with or without cochlear implants) will impede children's language and academic development. The paper reviews the kinds of policies, programs, and practices that could be implemented (at no additional cost) if policy-makers and educators pursued evidence-based educational policies.

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ESL Teachers' Perceptions and Factors Influencing Their Use of Classroom-Based Reading Assessment

Cited by 34 publications

References 19 publications

Pedagogical treatment and change in preservice teacher beliefs: An experimental study

Pedagogical treatment and change in preservice teacher beliefs: An experimental study

THEY ARE TRAINED TO TEACH, BUT HOW CONFIDENT ARE THEY? A STUDY OF STUDENT TEACHERSâ SENSE OF EFFICACY

To what extent are Canadian second language policies evidence-based? Reflections on the intersections of research and policy

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ESL Teachers' Perceptions and Factors Influencing Their Use of Classroom-Based Reading Assessment

Cited by 34 publications

References 19 publications

Pedagogical treatment and change in preservice teacher beliefs: An experimental study

Pedagogical treatment and change in preservice teacher beliefs: An experimental study

THEY ARE TRAINED TO TEACH, BUT HOW CONFIDENT ARE THEY? A STUDY OF STUDENT TEACHERSâ SENSE OF EFFICACY

To what extent are Canadian second language policies evidence-based? Reflections on the intersections of research and policy

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THEY ARE TRAINED TO TEACH, BUT HOW CONFIDENT ARE THEY? A STUDY OF STUDENT TEACHERSâ SENSE OF EFFICACY