Chinese Language Teachers' Pedagogical Beliefs and Self-Reported Implementation of Standards-Based, Learner-Centered Instruction in the United States

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dc.contributor.advisorHaley, Marjorie H.
dc.contributor.authorFerro, Melissa Struba
dc.creatorFerro, Melissa Struba
dc.date.accessioned2014-09-29T18:04:20Z
dc.date.available2014-09-29T18:04:20Z
dc.date.issued2014-08
dc.description.abstractCurrent trends in foreign/world language education in the United States include the application of the Standards for Foreign Language Learning (currently World Readiness Standards for Learning Languages) in learner-centered instructional practices. Recognized nationally as the benchmark for what language learners should know and be able to do, these standards are also part of the ACTFL/NCATE (currently ACTFL/CAEP) Standards for the Preparation of Foreign Language Teachers. Both sets of standards are used as guiding documents for federally funded professional development programs for critical need language teachers that include Chinese.
dc.format.extent303 pages
dc.identifier.urihttps://hdl.handle.net/1920/8964
dc.language.isoen
dc.rightsCopyright 2014 Melissa Struba Ferro
dc.subjectMulticultural education
dc.subjectTeacher education
dc.subjectChinese Language Teachers
dc.subjectCritical Need Languages
dc.subjectInstructional Practices
dc.subjectPedagogical Beliefs
dc.subjectProfessional Development
dc.subjectTeacher Preparation
dc.titleChinese Language Teachers' Pedagogical Beliefs and Self-Reported Implementation of Standards-Based, Learner-Centered Instruction in the United States
dc.typeDissertation
thesis.degree.disciplineEducation
thesis.degree.grantorGeorge Mason University
thesis.degree.levelDoctoral

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