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Effective strategies for speakers of a LOTE in an Elementary general education classroom
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| 42 |
Response to intervention implemented with English language learners ; Teacher perceptions and material analysis
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The development of an adult English as a second language instructional course for use in Jamestown, New York
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| 44 |
Student motivation associated with applied learning in biology classroom using case studies
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| 45 |
Immersive learning, multiliteracies and reflective practice through scrum
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| 47 |
Feedback on feedback – does it work?
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In: Helm, Francesca [Hrsg.]; Bradley, Linda [Hrsg.]; Guarda, Marta [Hrsg.]; Thouësny, Sylvie [Hrsg.]: Critical CALL. Proceedings of the 2015 EUROCALL conference, Padova, Italy. Dublin : Research-publishing.net 2015, S. 507-511 (2015)
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| 48 |
(De) constructing students of concern : how Chief Student Affairs Officers make meaning regarding concerning student behavior
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| 49 |
Site administrators' perceptions of barriers and enablers to parent involvement in urban Title I charter schools
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In: Theses and Dissertations (2015)
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Gifted Black and Biracial Students at a Predominantly White Gifted School
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In: Dissertations and Theses (2015)
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| 51 |
Disproportionate representation of English Language Learners in special education.
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Abstract:
The disproportionate representation of English language learners (ELLs) in special education has been a persistent issue in the United States. This study examined Western New York teachers’ views of disproportionate representation, factors that influence disproportionate representation, and practices to help reduce the over representation of ELLs in special education. Eight teachers were interviewed in person at three different school districts. In addition, this study explored the extent of dis-proportionality in the identification and placement of ELLs in the learning disability, intellectual disability, and speech or language impairment categories in Chautauqua County, New York. The relative risk ratio was used to analyze the results. The results indicated that assessment practices, bilingual assessments, instructional factors, referral procedures, teachers’ beliefs and attitudes, teacher training, and low socioeconomic status are all factors that influence disproportionate representation. The results also indicated that there are a variety of strategies and practices that can help reduce disproportionate representation. Some of these practices include more training, more differentiated instruction, better bilingual programs and education, more positive attitudes and expectations when working with English language learners, and the use of various formal and informal assessments. Further, the results indicated that there is an over-representation of English language learners in the intellectual disability category, an under representation of English language learners in the speech or language impairment category, and a proportionate representation of English language learners in the learning disability category. Implications are discussed with regards to teachers and their classroom practices when administering assessments and providing instruction to English language learners.
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Keyword:
Bilingual; Education; Education -- Statistics; English language -- Study and teaching -- Foreign speakers; Special education -- United States -- Case studies
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URL: http://hdl.handle.net/1951/65732
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| 52 |
Teachers’ beliefs about creativity and practices for fostering creativity in science classrooms in the State of Kuwait
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Alsahou, Hamed. - : University of Exeter, 2015. : Graduate School of Education, 2015
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Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 10 of 18
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| 54 |
A qualificação profissional de encarcerados da colônia penal agroindustrial do Paraná
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Koliski, José Luiz. - : Universidade Tecnológica Federal do Paraná, 2015. : Curitiba, 2015. : Programa de Pós-Graduação em Tecnologia, 2015
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| 55 |
L’évolution des représentations sur les langues d’élèves plurilingues du 3e cycle du primaire lors de l’implantation d’un projet d’Éveil aux langues
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| 57 |
Tutoring ESL Students for Improvements in Language Skills
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In: Theses, Dissertations and Capstones (2014)
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| 58 |
A Multiple Case Study of Whiteness and Critical Literacy Practices Among White Elementary Teachers in Urban Public Schools
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2014)
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| 59 |
Alzheimer's dementia from a bilingual/bicultural perspective: A case study
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In: USF St. Petersburg campus Faculty Publications (2014)
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A ciência e a tecnologia entre projetos de sociedade em disputa: o caso do IFSC
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Schwede, Marcos Aurelio. - : Universidade Tecnológica Federal do Paraná, 2014. : Curitiba, 2014. : Programa de Pós-Graduação em Tecnologia, 2014
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