عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
شماره کتابشناسی ملی
شماره
TL49355
زبان اثر
زبان متن نوشتاري يا گفتاري و مانند آن
انگلیسی
عنوان و نام پديدآور
عنوان اصلي
Co-teaching in Abu Dhabi Kindergartens: A Delphi Study
نام عام مواد
[Thesis]
نام نخستين پديدآور
Linda Diekman Mayer
نام ساير پديدآوران
Caicco, Gregory
وضعیت نشر و پخش و غیره
نام ناشر، پخش کننده و غيره
Northcentral University
تاریخ نشرو بخش و غیره
2017
مشخصات ظاهری
نام خاص و کميت اثر
220
يادداشت کلی
متن يادداشت
Committee members: Gillenwater, Cary; Shriner, Michael
یادداشتهای مربوط به نشر، بخش و غیره
متن يادداشت
Place of publication: United States, Ann Arbor; ISBN=978-1-369-77114-5
یادداشتهای مربوط به پایان نامه ها
جزئيات پايان نامه و نوع درجه آن
Ph.D.
نظم درجات
School of Education
کسي که مدرک را اعطا کرده
Northcentral University
امتياز متن
2017
یادداشتهای مربوط به خلاصه یا چکیده
متن يادداشت
Co-teaching is one content delivery model that is commonly used to meet the needs of special education students and English language learners. Co-teaching has purported benefits, from increased achievement and improved attention and attendance for students to embedded professional development and camaraderie for teachers. The purpose of this mixed methods Delphi study was to investigate the challenges and factors that have contributed most to successful co-teaching between English and Arabic kindergarten teachers in the implementation of the New School Model, as part of the nation-wide educational reform in the United Arab Emirates. An expert panel of subject matter experts comprised of Arabic-medium teachers, English-medium teachers, heads-of-faculty, and principals completed a series of three questionnaires to reach a consensus: communication, intercultural understanding, and leadership are the factors needed for successful co-teaching, as the lack of these are the key challenges. Both Arabic and Western co-teachers used a variety of strategies to construct a hybrid third space to help them navigate the cultural differences between their native first space and the second space imposed by the teaching environment of the Abu Dhabi Education Council. Because the methodology included a series of quantitative semi-structured questionnaires derived from an initial qualitative data-gathering questionnaire, it was a hybrid of a traditional positivist design and a constructivist interpretative typology. Third space theory was used as a lens to view how teachers sometimes constructed a hybrid reality bridging cultures. Recommendations for further research include investigating other aspects of the Abu Dhabi education reform, exploring the intercultural competency of ADEC teachers, and studying the actual and perceived benefits of the biliteracy and co-teaching approach.
موضوع (اسم عام یاعبارت اسمی عام)
موضوع مستند نشده
English as a Second Language; Early childhood education; Kindergarten; Bilingual education; Cultural differences; Space; Arabic language; Special education; Teacher education; Classroom communication; Questionnaires; Education policy; English language learners; Teaching; English as a second language learning; Language teaching methods
اصطلاحهای موضوعی کنترل نشده
اصطلاح موضوعی
Education;Abu Dhabi Education Council;Co-teaching;Intercultural competence;United Arab Emirates
نام شخص به منزله سر شناسه - (مسئولیت معنوی درجه اول )
مستند نام اشخاص تاييد نشده
Alamri, Mona
نام شخص - ( مسئولیت معنوی درجه دوم )
مستند نام اشخاص تاييد نشده
Caicco, Gregory
شناسه افزوده (تنالگان)
تقسيم فرعي
School of Education
مستند نام تنالگان تاييد نشده
Northcentral University
شماره دستیابی
شماره بازیابی
1901936843; 10269684
دسترسی و محل الکترونیکی
نام الکترونيکي
مطالعه متن کتاب وضعیت انتشار
فرمت انتشار
p
اطلاعات رکورد کتابشناسی
نوع ماده
[Thesis]
کد کاربرگه
276903
اطلاعات دسترسی رکورد
سطح دسترسي
a
تكميل شده
Y
