Educator Preparation for Developing Culturally and Linguistically Responsive MTSS in Rural Community Elementary Schools

Autor/inn/en	Hoover, John J.; Soltero-González, Lucinda
Titel	Educator Preparation for Developing Culturally and Linguistically Responsive MTSS in Rural Community Elementary Schools
Quelle	In: Teacher Education and Special Education, 41 (2018) 3, S.188-202 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406417753689
Schlagwörter	Rural Schools; Culturally Relevant Education; Disabilities; Primary Education; English Language Learners; Bilingual Students; Language Usage; Positive Behavior Supports; Response to Intervention; Special Education Teachers; General Education; Principals; Elementary School Teachers; Models; Teaching Methods; Observation; Interviews; Achievement Gains; Best Practices; Teacher Education; College School Cooperation; Faculty Development + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Handicap; Behinderung; Primarbereich; Sprachgebrauch; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Allgemein bildendes Schulwesen; Allgemeinbildung; Principal; Schulleiter; Elementary school; Grundschule; Volksschule; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Interviewing; Interviewtechnik; Achievement gain; Leistungssteigerung; Lehrerausbildung; Lehrerbildung
Abstract	Special educators assume an essential leadership role in school-wide multilayered instructional systems for teaching culturally and linguistically diverse learners with and without disabilities, including learners at risk of being inappropriately referred for special education. Research findings from a model demonstration project are presented informing research to practice in the (a) development of partnerships, (b) delivery of effective professional development, and (c) framing of cultural and linguistic responsive teaching to improve instruction for English learners (ELs) in Grades K-3 in elementary schools in a rural community. Content, skill sets, and tools to include in educator training for general and special educators who teach English language and other diverse learners are recommended based on project findings. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01