Scott P Kissau
Biographic Data
| ID | 5520028 |
|---|---|
| NAME | Scott P Kissau |
| GIVEN NAMES | Scott P |
| FAMILY NAME | Kissau |
| SIGNATURE | KISSAU S P |
| AFFILIATIONS | University of North Carolina at Charlotte |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 19 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 3 |
Impact of content‐specific seminars on candidate edTPA preparation and performance
edTPA is a performance‐based assessment used in teacher licensure programs across the country as evidence of a candidate's readiness to teach. Although multiple studies have indicated it to be a challenging assessment and have offered multiple recommendations for candidate support, few have examined the impact of specific means of support. In this mixed‐method study, the authors used surveys, interviews, classroom observations, and edTPA performa…
Peer Mentoring Second Language Teachers: A Mutually Beneficial Experience
Studies have shown that there are not enough qualified foreign language and English as a second language teachers in this country. To increase the number of new second language teachers who remain in the profession, and to promote their use of best teaching practices, the ACTFL has identified mentoring as a national research priority. The importance of mentoring is further reflected in the new national standards established by the Council for Acc…
Foreign Language Student Teaching: Do Supervisor Qualifications Really Matter
According to national standards for foreign language (L2) teacher education programs established by the ACTFL and the Council for the Accreditation of Educator Preparation (CAEP), L2 student teachers must be supervised by university faculty who are qualified L2 educators. An exploratory study was conducted to better understand the impact of content‐specific pedagogical knowledge, L2 experience, and qualifications on the effectiveness of the unive…
Similar but Different: The Beliefs of Foreign Language Teachers
Using data from a large‐scale, mixed‐method study involving 222 K–12 foreign language (L2) teachers and their supervisors (see Kissau , Yon, & Algozzine, 2011), in this article the researchers explore differences in beliefs across four demographic groups: experienced and inexperienced teachers, teachers with L2 teacher training and those without, teachers of different foreign languages, and immersion and traditional L2 teachers. While survey resp…
Perceptions of Gender Differences in High School Students' Motivation to Learn Spanish
Little research has been conducted in the United States to explore male motivation to learn Spanish. In response, we conducted a study to investigate gender differences in motivation to learn Spanish among students in a southeastern United States high school. Building upon Gardner's (1985) influential model of second language (L2) motivation, we employed a mixed methodology to investigate gender differences in motivational factors. Sixty students…
Similar but Different: The Beliefs of Foreign Language Teachers
Using data from a large‐scale, mixed‐method study involving 222 K–12 foreign language (L2) teachers and their supervisors (see Kissau , Yon, & Algozzine, 2011), in this article the researchers explore differences in beliefs across four demographic groups: experienced and inexperienced teachers, teachers with L2 teacher training and those without, teachers of different foreign languages, and immersion and traditional L2 teachers. While survey resp…
Perceptions of Gender Differences in High School Students' Motivation to Learn Spanish
Little research has been conducted in the United States to explore male motivation to learn Spanish. In response, we conducted a study to investigate gender differences in motivation to learn Spanish among students in a southeastern United States high school. Building upon Gardner's (1985) influential model of second language (L2) motivation, we employed a mixed methodology to investigate gender differences in motivational factors. Sixty students…
Foreign Language Student Teaching: Do Supervisor Qualifications Really Matter
According to national standards for foreign language (L2) teacher education programs established by the ACTFL and the Council for the Accreditation of Educator Preparation (CAEP), L2 student teachers must be supervised by university faculty who are qualified L2 educators. An exploratory study was conducted to better understand the impact of content‐specific pedagogical knowledge, L2 experience, and qualifications on the effectiveness of the unive…
Impact of content‐specific seminars on candidate edTPA preparation and performance
edTPA is a performance‐based assessment used in teacher licensure programs across the country as evidence of a candidate's readiness to teach. Although multiple studies have indicated it to be a challenging assessment and have offered multiple recommendations for candidate support, few have examined the impact of specific means of support. In this mixed‐method study, the authors used surveys, interviews, classroom observations, and edTPA performa…
Peer Mentoring Second Language Teachers: A Mutually Beneficial Experience
Studies have shown that there are not enough qualified foreign language and English as a second language teachers in this country. To increase the number of new second language teachers who remain in the profession, and to promote their use of best teaching practices, the ACTFL has identified mentoring as a national research priority. The importance of mentoring is further reflected in the new national standards established by the Council for Acc…
Perceptions of Gender Differences in High School Students' Motivation to Learn Spanish
Little research has been conducted in the United States to explore male motivation to learn Spanish. In response, we conducted a study to investigate gender differences in motivation to learn Spanish among students in a southeastern United States high school. Building upon Gardner's (1985) influential model of second language (L2) motivation, we employed a mixed methodology to investigate gender differences in motivational factors. Sixty students…
Similar but Different: The Beliefs of Foreign Language Teachers
Using data from a large‐scale, mixed‐method study involving 222 K–12 foreign language (L2) teachers and their supervisors (see Kissau , Yon, & Algozzine, 2011), in this article the researchers explore differences in beliefs across four demographic groups: experienced and inexperienced teachers, teachers with L2 teacher training and those without, teachers of different foreign languages, and immersion and traditional L2 teachers. While survey resp…
Foreign Language Student Teaching: Do Supervisor Qualifications Really Matter
According to national standards for foreign language (L2) teacher education programs established by the ACTFL and the Council for the Accreditation of Educator Preparation (CAEP), L2 student teachers must be supervised by university faculty who are qualified L2 educators. An exploratory study was conducted to better understand the impact of content‐specific pedagogical knowledge, L2 experience, and qualifications on the effectiveness of the unive…
Peer Mentoring Second Language Teachers: A Mutually Beneficial Experience
Studies have shown that there are not enough qualified foreign language and English as a second language teachers in this country. To increase the number of new second language teachers who remain in the profession, and to promote their use of best teaching practices, the ACTFL has identified mentoring as a national research priority. The importance of mentoring is further reflected in the new national standards established by the Council for Acc…
Impact of content‐specific seminars on candidate edTPA preparation and performance
edTPA is a performance‐based assessment used in teacher licensure programs across the country as evidence of a candidate's readiness to teach. Although multiple studies have indicated it to be a challenging assessment and have offered multiple recommendations for candidate support, few have examined the impact of specific means of support. In this mixed‐method study, the authors used surveys, interviews, classroom observations, and edTPA performa…
Psychology (5 works) · Pedagogy (4 works) · EFL/ESL Teaching and Learning (3 works) · Foreign language (3 works) · Mathematics education (3 works) · Medical education (3 works) · Accreditation (2 works) · Language education (2 works) · Medicine (2 works) · Political science (2 works)