Approaches to Teaching and Self-Reported English-Proficiency of Non-native English Speaking Faculty from Higher Education Institutions in Pennsylvania
by Ramirez, Eneida Sarahi, Ph.D., MARYWOOD UNIVERSITY, 2011, 83 pages; 3452816

Abstract:

This study examined the association between self-reported English proficiency, years of residency in the United States, gender, academic discipline, type of higher education institution, and ethnicity with the approaches to teaching of non-native English speaking faculty employed at higher education institutions in Pennsylvania. Eighty five non-native English speaking faculty completed the Approaches to Teaching Inventory-R (composed of two scales Information Transmission/Teacher-Focused and Conceptual Change/Student-Centered) and the Self-Reported English Proficiency Instrument. The response rate was 23%. The results of the multiple regressions indicated that academic discipline was a predictor for both scales and that ethnicity was a predictor for the Information Transmission/Teacher-Focused subscale. Self-reported English proficiency, years of residency in the United States, gender, and type of higher education institution did not predict approaches to teaching. In addition, years of residency in the United States was a predictor for the self-reported English proficiency.

 
AdviserMary Salvaterra
SchoolMARYWOOD UNIVERSITY
SourceDAI/A 72-07, p. , May 2011
Source TypeDissertation
SubjectsEnglish as a second language; Pedagogy; Higher education
Publication Number3452816
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