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Addressing the Needs of Middle School English Learners Through Inclusion In General Education Classrooms: A Case Study of a Midwestern Metropolitan Public School District
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Addressing the Needs of Middle School English Learners Through Inclusion In General Education Classrooms: A Case Study of a Midwestern Metropolitan Public School District. |
| 개인저자 | Schneider, Mary Krista. |
| 단체저자명 | The University of Nebraska - Lincoln. Educational Administration. |
| 발행사항 | [S.l.]: The University of Nebraska - Lincoln., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 162 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-02A. Dissertation Abstract International |
| ISBN | 9781085686570 |
| 학위논문주기 | Thesis (Ed.D.)--The University of Nebraska - Lincoln, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
Advisor: Mann, Kent B. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | A significant shift in student demographics in United States public schools has summoned the attention and action of public school educators to address the needs of English learners (ELs) who are required to meet the same academic standards as their English-speaking peers. Across the nation, school administrators, teachers, and other education specialists face challenges in fully meeting the academic demands of ELs, especially when including the students in general education classrooms. The purpose of this qualitative descriptive case study was to examine the implementation of inclusive practices, or specific instructional and academic supports that teachers provide to ELs, in middle school, core-subject-area classes at a Midwestern metropolitan public school district. Part of the qualitative research design included data collected from 20 interviews of school principals, core-subject-area teachers, instructional coaches, and other educational specialists, in order to share their perspectives and current reality regarding inclusive practice supports for ELs. Twelve observations of Professional Learning Community (PLC) sessions also contributed data on teacher collaboration to better serve ELs in core classrooms. When analyzing the interview and observation data, four major findings were identified that align with the purpose of the study, research questions, conceptual framework, and the literature review. The findings include an understanding that all ELs have varied backgrounds, experiences, and skills |
| 일반주제명 | Middle school education. Educational administration. Educational evaluation. English as a second language--ESL. Instructional design. Teacher education. Multicultural education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
