Developing Foreign Language Frameworks: An Evaluation Study

Authors

  • Roger Bruning,

    1. University of Nebraska-Lincoln
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      Roger Bruning (Ph.D., University of Nebraska) is Velma Warren Hodder Professor of Educational Psychology and co-directs the Center for Instructional Innovation at the University of Nebraska-Lincoln.

  • Terri Flowerday,

    1. University of Nebraska-Lincoln
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      Terri Flowerday (M.A., University of Nebraska) is Instructor of Educational Psychology at the University of Nebraska-Lincoln and serves as Evaluation Associate at the Center for Instructional Innovation.

  • Marie Trayer

    1. IN-VISION Project
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      Marie Trayer (Ph.D., University of Nebraska) served as Project Coordinator for the Nebraska Foreign Language Standards/Frameworks Project and is Coordinator/Spanish Specialist for the IN-VISION Project, Educational Service Unit #5/3, Omaha.


Abstract

ABSTRACT  In order for Standards-based foreign language (FL) instructional methods to be successfully implemented, teachers need to be confident in using them in their classrooms and capable of explaining Standards-based instruction to parents and community. The Nebraska Foreign Language Standards/Frameworks Project involved a substantial proportion of Nebraska's FL teachers in an intensive process of Standards development and dissemination, with more than half participating in one or more Frameworks activities. The study examined these FL teachers' beliefs about foreign language teaching and learning as they related to the processes of Standards development. Results indicated that increases in teaching efficacy, professional advocacy, and Standards-based conceptions of FL teaching were associated with Frameworks participation. Instruments developed for the assessment of efficacy beliefs and conceptions of teaching also are presented.

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