Stories of K-12 English language learner teachers developing professionally through informal collaboration within occupational communities

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Stories of K-12 English language learner teachers developing professionally through informal collaboration within occupational communities

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/12008

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dc.contributor.advisor Messner, Phillip E. (Phillip Eugene), 1941- en_US
dc.contributor.author Ingraham, Nissa F., 1973- en_US
dc.date.accessioned 2011-11-04T13:54:50Z
dc.date.available 2011-11-04T13:54:50Z
dc.date.issued 2010 en_US
dc.date.submitted 2010 Summer en_US
dc.identifier.other IngrahamN-070210-D280 en_US
dc.identifier.uri http://hdl.handle.net/10355/12008
dc.description The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. en_US
dc.description Title from PDF of title page (University of Missouri--Columbia, viewed on October 27, 2011). en_US
dc.description Thesis advisor: Dr. Phillip Messner. en_US
dc.description Vita. en_US
dc.description Includes bibliographical references. en_US
dc.description Ed. D. University of Missouri--Columbia 2010. en_US
dc.description Dissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis. en_US
dc.description.abstract English Language Learner (ELL) teachers are content-specific teachers who work with students who do not speak English. ELL teachers are taught how to teach the students to acquire the English language. ELL teachers work with all mainstream teachers to increase the chances of successful English proficiency in students within a timely manner. The purpose of this study was to provide insight on the informal collaboration that occurs among ELL teachers. Understanding how this unique population informally collaborates is important to administrators and ELL professional development initiators. Framed by the research setting, the problem, and purpose, the research question was: How do ELL teachers informally collaborate with their occupational communities? This research was a phenomenological, qualitative study using interviews of ELL teachers, document collection, and literature reviews. The interviews were conducted with seven ELL teachers from a purposeful and snowball sampling within the predetermined geographical area. The documents were collected from public, state maintained internet sites. The data were then analyzed using open coding. The thematic data were then filtered through current and relevant literature reviews. Key findings of the study indicate common methods of informal collaboration, informal collaboration issues, and informal collaboration motivation. Meaning is made via metaphorical discussions. Further areas of research are indicated to include novice versus veteran teachers' informal collaboration efforts and quantitative research extension from the aforementioned themes en_US
dc.format.extent xi, 82 pages en_US
dc.language.iso en_US en_US
dc.publisher University of Missouri--Columbia en_US
dc.subject.lcsh English language -- Study and teaching -- Foreign speakers en_US
dc.subject.lcsh Content area reading en_US
dc.subject.lcsh Language experience approach in education en_US
dc.subject.lcsh Multilingualism in children en_US
dc.title Stories of K-12 English language learner teachers developing professionally through informal collaboration within occupational communities en_US
dc.type Thesis en_US
thesis.degree.discipline Educational leadership and policy analysis en_US
thesis.degree.grantor University of Missouri--Columbia en_US
thesis.degree.name Ed. D. en_US
thesis.degree.level Doctoral en_US
dc.relation.ispartofcommunity University of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2010 Dissertations


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