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dc.contributor.authorAl-Fartousi, May.en_US
dc.date.accessioned2009-06-09T18:16:35Z
dc.date.available2009-06-09T18:16:35Z
dc.date.issued2006-06-09T18:16:35Z
dc.identifier.urihttp://hdl.handle.net/10464/1584
dc.description.abstractThis study examined the challenges associated with the explicit delivery of questiongeneration strategy with 8 Arab Canadian students from the perspective of a bilingual beginning teacher. This study took place in a private school and involved 2 stages consisting of 9 instructional sessions, and individual interviews with the students. Data gathered from these interviews and the researcher's field notes from the sessions were used to gain insights about the participants' understanding and use of explicit instruction. The themes that emerged from the data included "teacher attitude," "students' enhanced metacognitive awareness and strategy use," "listening skills," and "instructional challenges." Briefly, teacher's attitude demonstrated how teacher's beliefs and knowledge influenced her willingness and perseverance to teach explicitly. Students' enhanced metacognitive awareness and strategy use included students' understanding and use of the question-generation strategy. The students' listening skills suggested that culture may influence their response to the delivery of explicit instruction. Here, the cultural expectations associated with being a good listener reinforced students' willingness to engage in this strategy. Students' prior knowledge also influenced their interaction with the question-generation strategy. Time for process versus covering content was a dominant instructional challenge. This study provides first hand information for teachers when considering how students' cultural backgrounds may affect their reactions to explicit strategy instruction.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectLearning strategiesen_US
dc.subjectReading comprehensionen_US
dc.subjectBilingualismen_US
dc.subjectFirst year teachers.en_US
dc.titleImplementing a question-generation strategy with bilingual students: exploring the perspectives of a beginning teacher /en_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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