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Running head: TRANSFER OF ONLINE INSTRUCTION 1
THE TRANSFER OF ONLINE INSTRUCTION TO TESOL CANDIDATES’ PERCEIVED
SELF-EFFICACY OF TEACHING ENGLISH LANGUAGE LEARNERS
by
Shelly Gabay Baseri
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2013
Copyright 2013 Shelly Gabay Baseri
Object Description
| Title | The transfer of online instruction to TESOL candidates' perceived self-efficacy of teaching English language learners |
| Author | Baseri, Shelly Gabay |
| Author email | shellybaseri@gmail.com;shellybaseri@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2013-01-18 |
| Date submitted | 2013-01-18 |
| Date approved | 2013-01-18 |
| Restricted until | 2013-01-18 |
| Date published | 2013-01-18 |
| Advisor (committee chair) | Kaplan, Sandra |
| Advisor (committee member) |
Ephraim, Ronni Keim, Robert |
| Abstract | The ability of teachers to transfer what they have learned in a teacher education program to the classroom has been found by numerous researchers to contribute to students' successful learning (Bransford and Schwartz, 1999; Darling-Hammond, 2000). Additionally, teacher efficacy, or a ""teacher’s belief in his or her capability to organize and execute courses of action required to successfully accomplish a specific teaching task in a particular context” (Tschannen-Moran & Woolfolk Hoy, 2001, p.223), has also been traced to students' achievement in the classroom (Alviar-Martin, et al., 2008; Ross, Cousins & Gadalla 1996; Tschannen-Moran & Woolfolk Hoy, 2001). A mixed-methods study was conducted to reveal to what extent candidates in an online MAT TESOL program feel self-efficacious to transfer ESL instructional strategies learned in the TESOL Pedagogy course to the classroom context. The data gathered indicated that candidates' self-efficacy to transfer the strategies was based on various factors, including candidates' prior exposure to the same instructional strategies, as well as the extent to which the strategies contribute to English Language Learners' communicative competence. |
| Keyword | teacher candidates’ transfer of skills; teacher self-efficacy |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Rights | Baseri, Shelly Gabay |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume6/etd-BaseriShel-1400.pdf |
Description
| Title | Page 1 |
| Full text | Running head: TRANSFER OF ONLINE INSTRUCTION 1 THE TRANSFER OF ONLINE INSTRUCTION TO TESOL CANDIDATES’ PERCEIVED SELF-EFFICACY OF TEACHING ENGLISH LANGUAGE LEARNERS by Shelly Gabay Baseri A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2013 Copyright 2013 Shelly Gabay Baseri |
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