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dc.contributor.advisorMessner, Phillip E. (Phillip Eugene), 1941-en_US
dc.contributor.authorIngraham, Nissa F., 1973-en_US
dc.date.issued2010en_US
dc.date.submitted2010 Summeren_US
dc.descriptionThe 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.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on October 27, 2011).en_US
dc.descriptionThesis advisor: Dr. Phillip Messner.en_US
dc.descriptionVita.en_US
dc.descriptionIncludes bibliographical references.en_US
dc.descriptionEd. D. University of Missouri--Columbia 2010.en_US
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.en_US
dc.description.abstractEnglish 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 themesen_US
dc.format.extentxi, 82 pagesen_US
dc.identifier.otherIngrahamN-070210-D280en_US
dc.identifier.urihttp://hdl.handle.net/10355/12008
dc.publisherUniversity of Missouri--Columbiaen_US
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2010 Dissertations
dc.subject.lcshEnglish language -- Study and teaching -- Foreign speakersen_US
dc.subject.lcshContent area readingen_US
dc.subject.lcshLanguage experience approach in educationen_US
dc.subject.lcshMultilingualism in childrenen_US
dc.titleStories of K-12 English language learner teachers developing professionally through informal collaboration within occupational communitiesen_US
dc.typeThesisen_US
thesis.degree.disciplineEducational leadership and policy analysisen_US
thesis.degree.grantorUniversity of Missouri--Columbiaen_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameEd. D.en_US


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