Educator Perceptions of Instructional Strategies for Standards-Based Education of English Language Learners with Disabilities. ELLs with Disabilities Report 7

Autor/inn/en	Thurlow, Martha; Albus, Deb; Shyyan, Vitaliy; Liu, Kristin; Barrera, Manuel
Institution	National Center on Educational Outcomes; Council of Chief State School Officers; National Association of State Directors of Special Education (NASDSE)
Titel	Educator Perceptions of Instructional Strategies for Standards-Based Education of English Language Learners with Disabilities. ELLs with Disabilities Report 7
Quelle	(2004), (61 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Educational Strategies; Bilingual Education; Second Language Learning; Disabilities; Limited English Speaking; Teacher Attitudes; Teaching Methods; Standards; English (Second Language); Special Education Teachers; Language Teachers; Language Arts; Mathematics Instruction; Surveys; Data Collection; Science Instruction + Suchen Sie Ihr Suchwort? Lehrstrategie; Bilingual teaching; Bilingualer Unterricht; Zweitsprachenerwerb; Handicap; Behinderung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Standard; English as second language; English; Second Language; Englisch als Zweitsprache; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; Sprachkultur; Mathematics lessons; Mathematikunterricht; Survey; Umfrage; Befragung; Data capture; Datensammlung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	The study reported here was conducted as part of a larger investigation designed to identify instructional strategies most beneficial for English language learners with disabilities. Other aspects of the investigation are examining the research literature, information from parents and students, and the effects of specific strategies. In this study, the goal was to determine which instructional strategies are recommended for English language learners with disabilities by teachers across disciplines (special education, ESL/bilingual education, mainstream content areas). Specifically, the purpose was to determine the teacher-identified effective strategies for teaching grade-level reading/English language arts, mathematics, and science content to English language learners with disabilities. Appended are: (1) Descriptive Data for Phase I, 30 Teachers; (2) Instrument Used in Final Data Collection; (3) Glossary of Strategies; (4) Data Used in the Analysis; (5) Sample Page of Content Area Survey for Reading; and (6) Use and Feasibility Data. (Contains 9 tables and 11 figures.) (ERIC).
Anmerkungen	National Center on Educational Outcomes. University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: http://www.cehd.umn.edu/nceo
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10