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Dissertations / Theses on the topic 'Curriculum change English language English teachers'

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Published: 4 June 2021

Last updated: 4 February 2022

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1

Tsoi, Pik-chi. "Preparing ESL teachers for change assimilating new beliefs into the old /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963535.

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Leung, Fung-yin Flora. "Empowering teachers to collaborate professionally in school-based curriculum development the Tsuen Wan ETSN project /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963444.

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3

Rong, Xiaoyan, and 戎晓燕. "Teacher identity reconstruction in response to China's curriculum reform : a case study of six English language teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206483.

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Educational reforms have been widely discussed across the world in the 21st century, and recent research suggests that teachers are the mediating agents in implementing educational reforms, particularly curriculum reforms. The eighth curriculum reform in China, which requires a paradigm shift from the teacher-dominated, knowledge-based transmission mode of teaching to the student-centered, experience-based inquiry mode of teaching, has greatly challenged teachers. Notwithstanding the great importance of teachers’ responses to China’s new curriculum reform, there is a little qualitative researc

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Tam, Sau-wai Jenny. "How teachers manage curriculum change in school-based assessment (SBA) : case study /." View the Table of Contents & Abstract, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40076039.

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5

Fry, Juliet Ruth. "Shifting thinking, shifting approaches: Curriculum and facilitating change for secondary teachers of English language learners." Thesis, University of Canterbury. School of Māori, Social and Cultural Studies/ School of Teacher Education, 2014. http://hdl.handle.net/10092/9956.

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The purpose of this study was twofold: to find out how teachers of English as an Additional Language (EAL) conceived curriculum, teaching and learning and to examine how professional learning and development (PLD) might impact on changes in the teachers’ thinking and approaches. The research was spurred by my own involvement in the revision of the national New Zealand Curriculum (NZC) and interest in the contested nature of curriculum related to English language learning. EAL teachers face challenges addressing the cross-Learning Area positioning of EAL and, at the same time, are afforded sign

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6

Alwan, Fatma Hamad. "An analysis of English language teachers' perceptions of curriculum change in the United Arab Emirates." Thesis, University of Exeter, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425244.

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Hussain, Shah Farwa. "An investigation into lecturers' beliefs and implementation of the English language curriculum change at higher education level in Pakistan." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/24247.

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This thesis describes an exploratory study designed to investigate the beliefs and perceptions of eight English language lecturers about, and their classroom practices in implementing the curriculum change that was enacted in 2010 at the undergraduate level in the public sector colleges in Pakistan. Research indicates that curriculum change is a highly complex and a multifaceted process (Carl, 2009), and its success depends on a number of features. In this respect, it is acknowledged that teachers and their multiple roles contribute significantly to the success or failure of any educational re

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8

Zheng, Xinmin, and 鄭新民. "Pedagogy and pragmatism: secondary English language teaching in the People's Republic of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B30273250.

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Tam, Sau-wai Jenny, and 譚秀慧. "How teachers manage curriculum change in school-based assessment (SBA): case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B45007937.

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10

Leung, Fung-yin Flora, and 梁鳳燕. "Empowering teachers to collaborate professionally in school-based curriculum development: the Tsuen Wan ETSNproject." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963444.

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Tsoi, Pik-chi, and 蔡碧芝. "Preparing ESL teachers for change: assimilating new beliefs into the old." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963535.

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Pennell, Beverley. "English K-6 syllabus and support document (1994) : imperilled by politics and paradigm shifts /." View thesis, 1997. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030818.091646/index.html.

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13

Gul, Arzu. "CONSTRUCTIVISM AS A NEW NOTION IN ENGLISH LANGUAGE EDUCATION IN TURKEY." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1467823376.

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Yeung, Ching-han, and 楊靜嫻. "A case study of the impact of TOC on teachers' beliefs and practices in English language teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962051.

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15

Goff, Brenton. "The Process of Change in the Teaching and Learning of Writing about Literature in an 11th grade Honors English Language Arts Classroom." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531776910435739.

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16

Nelson, Elaine Michelle. "Teachers' Perceptions on English Language Arts Proficiency of English Learners." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3253.

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English learners (ELs) at a middle school in California were not meeting federal accountability requirements in English language arts (ELA). ELs lacking proficiency in ELA often drop out of high school and live in poverty as adults. The purpose of the study was to examine teachers' perceptions of their self-efficacy to implement effective pedagogical strategies to help ELs develop ELA proficiency. A case study design was used to investigate the problem through the lens of second language acquisition theory. The purposeful sample included 11 middle school language arts teachers. Participants co

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Tse, Oi-yu Eileen. "The vocational English curriculum : a case study of the implementation of a new curriculum /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2227778X.

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18

Mai, Hwai-min Aminah. "Grammar pedagogy and the task-based curriculum Hong Kong teachers' beliefs and practices /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B3196347X.

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19

Gallimore, Laurene Elizabeth. "Teachers' stories: Teaching American Sign Language and English literacy." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284188.

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Educators have long recognized that the average deaf high school graduate achieves only a third to fourth grade level education. Because of the low achievement of deaf children in America, there has been a growing interest in the concept of educating deaf children bilingually, acknowledging the value of American Sign Language (ASL) and English in the classroom. In recent years, there has been a move in the field of deaf education in Europe, Canada, and the United States toward the adoption of a bilingual-bicultural (BiBi) model for language and literacy instruction for deaf students. However,

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20

Ali, Mohammad. "Teachers’ and students’ perspectives on English language assessment in the secondary English Language Teaching (ELT) curriculum in Bangladesh." Thesis, University of Canterbury. Literacies and Arts in Education, 2011. http://hdl.handle.net/10092/6210.

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This qualitative study aims to address the current understanding of English language assessment of both the teachers and students in the secondary schools in Bangladesh. The study conducted semi-structured interviews with six English teachers and focus group interviews with two groups of students in two different secondary schools and these interview responses were compared to probe the related understandings and experiences of both the teachers and the students. These findings reveal that the present English assessment system in the secondary level in Bangladesh does not reflect a balanced de

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21

Frank, Mark. "An investigation into English home language teachers’ use of the English home language textbook in Grade 11." University of the Western Cape, 2019. http://hdl.handle.net/11394/7301.

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Philosophiae Doctor - PhD<br>The study investigates how English Home language teachers use the English Home language textbook in the grade 11 classroom. It aspires to generate an understanding of the strong relationship between the teacher, textbook and the learner thereby illustrating how a recognition of the various ways the textbook can be used. By addressing methodological issues and text relevancy as a tool for learner connection, the research appraises the use of text relevancy in the grade 11 classroom. In upholding a constructivist view of teaching the research postulates that the use

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Frank, Mark. "An investigation into English home language teachers’ use of the English home language textbook in Grade 11." University of the Western Cape, 2020. http://hdl.handle.net/11394/7593.

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Philosophiae Doctor - PhD<br>The study investigates how English Home language teachers use the English Home language textbook in the grade 11 classroom. It aspires to generate an understanding of the strong relationship between the teacher, textbook and the learner thereby illustrating how a recognition of the various ways the textbook can be used. By addressing methodological issues and text relevancy as a tool for learner connection, the research appraises the use of text relevancy in the grade 11 classroom. In upholding a constructivist view of teaching the research postulates that the use

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23

Wang, Wenfeng. "Teachers' beliefs and practices in the implementation of a new English curriculum in China case studies of four secondary school teachers /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41508609.

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24

Lopez, Jose Luis. "General Education Teachers' Perceptions of Supporting English Language Learners in Regular Education." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6057.

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The number of culturally and linguistically diverse students at an urban elementary school in a southern state has greatly increased since the 2014-2016 school year. Corresponding low state achievement test scores have also been observed for English language learners (ELLs). The purpose of this study was to investigate the instructional strategies that general education teachers implement in their classrooms to support the academic needs of ELLs and teachers perceptions of their own abilities to instruct ELLs. The conceptual framework for this study was Bandura's theory of self-efficacy. The c

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Wong, Lai-ching Lillian. "Innovation and change : information technology and in-service teacher professional development /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42841161.

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26

Wallis, Karen Ann. "Instructional Practices of English as Second Language Teachers." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1234.

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The past decade has seen a significant increase in the emergence of English Language Learners (ELLs) in the United States. Nationally, a disparity in achievement exists between ELLs and non-ELLs. Relatedly, this problem was evident in a northeastern school district, where ELLs had not made Adequate Yearly Progress 2 years in a row. The purpose of this study was to examine how much time English as Second Language (ESL) teachers spend on a variety of best instructional practices. Constructivism, Vygotsky's zone of proximal development, and Tomilinson's differentiated instruction were the framewo

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27

Esposito, Santore John Mark. "ESL Teachers' Perceptions of Digital Storytelling| Curriculum Implications." Thesis, University of Puerto Rico, Rio Piedras (Puerto Rico), 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13859644.

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<p> The purpose of this study was to reveal the perceptions of ESL teachers regarding the use of digital storytelling in the classroom. The study examined the attitudes, beliefs, and opinions/feelings of teachers and identified their concerns about digital story telling production as part of their curricula. </p><p> Teachers’ perceptions were examined in this qualitative phenomenological study in order to get comprehensive descriptions. Strategies for data collection included questionnaires, interviews, and reflective essays. Interviews had a semi-structured format with participants be

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28

Hong, Huili, Karin Keith, and Renee Rice Moran. "Reflection on and for Actions: Probing into English Language Art Teachers' Personal and Professional Experiences with English Language Learners." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5575.

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Effective ELL teaching and learning is profoundly influenced by the teachers' personal experiences and personalities (Farrell, 2016), their experience as language learners as well as language teachers (Farrell, 2007), and their beliefs about learning and teaching a second language (Farrell, 2015; Farrell & Ives, 2015). This study honored and examined in-depth the often-discounted stories/reflective narratives of our teachers. This paper reports a qualitative cases study that explores three veteran teachers' reflection on their personal and professional experiences with ELLs for self-discovery

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29

Chung, Chui-ngor Jenny. "Teachers' perception of the assessment mechanisms of the subject of English in primary schools." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22278333.

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30

Alhalawany, Ayman Mohammad. "College Teachers' Implementation of Instructional Strategies to Support Students' English Language Skills." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6160.

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The instructional strategies implemented by the English as a Foreign Language (EFL) teachers in an international technical college in Saudi Arabia did not prepare students at an intermediate level of proficiency on the Common European Framework of Reference. As a result, more than 77% of the first-year students were not progressing to the specialized diploma studies in the second and third years of their learning journey. Thus, the purpose of this exploratory case study was to better understand the instructional strategies adopted by instructors and the barriers to students developing their En

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31

Donmez, Ozge. "Implementation Of The New Eighth Grade English Language Curriculum From The Perspectives Of Teachers And Students." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612264/index.pdf.

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This study aimed to reveal the perceptions of teachers and students about the implementation of the new 8th grade English language curriculum (NEC) in public primary schools and the challenges and/or problems faced by the teachers and students in the implementation process. This qualitative study was conducted in 9 public primary schools in Polatli town of Ankara. A total of 10 English language teachers and 73 8th grade students participated in the study. The data were collected through in-depth interviews with the English language teachers and focus group interviews with the 8th grade student

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32

Nam, Jung Mi. "Perceptions of Korean college students and teachers about communication-based English instruction evaluation of a college EFL curriculum in South Korea /." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1110161814.

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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xiv, 197 p.; also includes graphics Includes bibliographical references (p. 173-181). Available online via OhioLINK's ETD Center

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Bender-Slack, Delane Ann. "Teaching texts for social justice : English teachers as agents of change /." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1183419335.

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Thesis (Dr. of Education)--University of Cincinnati, 2007.<br>Advisor: Holly Johnson Title from electronic thesis title page (viewed Dec.10, 2007). Includes abstract. Keywords: Teaching for Social Justice; Literature; Adolescent Literacy; Texts; Teacher Beliefs Includes bibliographical references.

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34

Thomas, Desmond. "Culture, ideology and educational change : the case of English language teachers in Slovakia." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10020323/.

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This study of cultural and ideological aspects of educational change presents the case of state school teachers of English in Slovakia in the immediate post-1989 period. It considers the problems they face in the successful management of rapid change in their field, at the same time examining the implications of their situation for teacher education and support programmes in the region and elsewhere. It is argued that the voices of teachers, who are expected to act as both recipients and agents of change, have often been overlooked in previous studies of this type, with the ideas of the educat

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Mayfield, Helen Marie. "Afterschool Program Effects on English Learners' Reading and Teachers' Reading Curriculum Perceptions." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2610.

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This project study addressed the problem of 3rd grade English language learners (ELLs) not passing the state mandated reading test at the same rate as other students between 2009 and 2013 in Georgia. The purpose of the study was to examine the effects of an elementary school's afterschool program (ASP) on ELLs' reading achievements and to investigate 3rd grade afterschool teachers' perceptions of the reading curriculum using a mixed methods explanatory sequential design. Schema theory, the framework used to guide this study, indicated prior knowledge and experiences are necessary to comprehend

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36

Chin, Judy. "What secondary english to speakers of other languages (ESOL) teachers know about social and academic language and instructional strategies for limited english proficient students." FIU Digital Commons, 2002. http://digitalcommons.fiu.edu/etd/2337.

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The purpose of this study was to examine what secondary English to Speakers of Other Languages (ESOL) teachers understand about social and academic language, what instructional strategies they use for Limited English Proficient (LEP) students, and how these concepts are operationalized in their daily practice. This was a mixed method study incorporating both quantitative and qualitative data collection and interpretation. Written questionnaires and individual interviews addressed the questions on teachers' definitions of social and academic language and their strategy use. Classroom observatio

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37

Anderson, Elsa Maria Van Tassell Frances S. "Teacher change the effect of a professional development intervention on middle school mainstream teachers of English language learners /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12074.

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38

Wu, Kerong. "Professional Development and Change in Teachers' Beliefs and Practice for Teaching English Language Learners." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9002.

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To provide quality education to all students, including ELLs, teachers need professional development designed and enacted according to best practice. However, a common problem for professional development is that teachers' practices often do not change. Implemented through the partnership collaboration with university, education, and public school faculty, the professional development designed in this study focused on educating teachers about needed content and engaging them in ways that would increase the likelihood they would enact such practices in their classrooms (Desimone, 2009; Opfer &

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39

Stoop, Graham Charles. "The management of knowledge : text, context, and the New Zealand English curriculums, 1969-1996." Thesis, University of Canterbury. Education, 1998. http://hdl.handle.net/10092/1045.

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This is a study of the New Zealand English curriculums, 1969-1996. The study is organised around three phases of reform: the initial changes made to the teaching of English in the first three years of secondary school; the later reform of the senior-school English syllabus; the more recent development of an integrated national curriculum statement for the teaching of English. These reforms are charted in a narrative fashion, although the thesis does not purport to be a full history of English teaching in the period under review. Instead, the various developments and changes to English te

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40

Butt, Muqaddas. "Curriculum change and professional development of secondary school English teachers in Punjab (Pakistan) : challenges and opportunities." Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3517.

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This study investigated two important and strongly associated educational components i.e. curriculum change and the professional development of teachers. The context of this research is the province of Punjab in the period following the implementation of the most recent change to the secondary school National Curriculum for English (CC2006). The major research question posed was, ‘what are secondary school English teachers’ perceptions of CC2006 and professional development opportunities available to them to facilitate the implementation of CC2006?’ The study adopted a mixed method approach. D

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41

Larson, Carrie Susan. "Bilingual Teachers' Experiences: Being English Learners, Becoming Teachers, and Bilingual Education." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4412.

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Bilingual students are the fastest growing demographic group in U.S. P-12 public schools and offer promise and hope to our increasingly global workforce. However, many bilingual students are lagging behind in school, too many do not complete high school, and their schooling experiences are overshadowed by racial and linguistic segregation, low-academic tracking, and subtractive educational experiences. There is a growing body of literature that recognizes the importance of bilingual and bicultural teachers and leaders who can include students' linguistic, cultural, and community assets in scho

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42

Tse, Oi-yu Eileen, and 謝靄愉. "The vocational English curriculum: a case study of the implementation of a new curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961988.

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43

Mai, Hwai-min Aminah, and 買慧敏. "Grammar pedagogy and the task-based curriculum: Hong Kong teachers' beliefs and practices." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B3196347X.

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44

Matthews, Casey Posey. "Making sense of the gutters: How advanced-level English teachers use graphic novels." Cleveland State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu1623955126547402.

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45

Chehayl, Laurel Kristine. "Negotiating their horizons : preservice English/language arts teachers in urban public schools." [Kent, Ohio] : Kent State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1170189332.

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Thesis (Ph.D.)--Kent State University, 2007.<br>Title from PDF t.p. (viewed June 20, 2007). Advisor: James G Henderson. Keywords: preservice secondary English/language arts teachers, early field placements, urban field placements, teacher preparatory curriculum, hermeneutic phenomenology. Includes survey instrument. Includes bibliographical references (p. 209-220).

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Ersen, Yanik Asli. "A Study Of English Language Curriculum Implementation In 6th, 7th And 8th Grades Of Public Primary Schools Through Teachers&#039." Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608526/index.pdf.

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This study aimed to investigate how English language curriculum of the sixth, seventh and eighth grades of public primary schools was implemented by teachers and how it was experienced by students. The major areas of investigation were the teachers&rsquo<br>and students&rsquo<br>perceptions of the curriculum goals and content, instructional strategies, evaluation and assessment procedures, learner attitudes and the problems encountered during the curriculum implementation. Through a questionnaire for teachers and students, the data collected were from 368 teachers and 1235 students randomly se

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47

Gahin, Gamal Hamed Mohamed Ali. "An investigation into EFL teachers' beliefs and practices in Egypt : an exploratory study." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368407.

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48

Alsufyani, Muhammad. "English as a Foreign Language Teachers' Perspectives of The New Curriculum Training in Taif, Saudi Arabia." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1467210940.

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49

Orafi, Senussi Mohamed Saad. "Investigating teachers' practices and beliefs in relation to curriculum innovation in English language teaching in Libya." Thesis, University of Leeds, 2008. http://etheses.whiterose.ac.uk/1485/.

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This thesis presents the findings of a study which investigates the relationship between curriculum innovation and teachers' actual classroom practices in ELT. It examines five teachers' implementation of the English language curriculum in Libyan secondary schools, and compares their implementation to what is recommended by this curriculum innovation. It also sheds light on how teachers' beliefs and other contextual factors influence the way teachers interpreted and implemented this curriculum. In order to study these issues, a qualitative research design was employed as a mode of inquiry. Dat

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50

Tikkakoski, S. (Saara). "English as a global language in the Finnish National Core Curriculum (2014):teachers’ perspective to the implementation of the Curriculum’s objectives and contents." Master's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201811293144.

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This thesis promotes the role of English as a global language and examines how it is taken into consideration in the teaching of English as a foreign language (EFL) in Finland. Languages are learned to be used. Therefore, the language user’s needs are the starting point of language learning. For this reason, the usability should become before language form. In addition to this, the Finnish National Core Curriculum 2014 for basic education emphasises cultural diversity and the role of English as a language of global communication, and it recognises the global position and varieties of the Engli

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