Literaturnachweis - Detailanzeige
| Autor/inn/en | Hoover, John J.; Soltero-González, Lucinda; Wang, Chao; Herron, Shelley |
|---|---|
| Titel | Sustaining a Multitiered System of Supports for English Learners in Rural Community Elementary Schools |
| Quelle | In: Rural Special Education Quarterly, 39 (2020) 1, S.4-16 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/8756870519847466 |
| Schlagwörter | Elementary School Students; Rural Schools; Community Schools; English Language Learners; Primary Education; Literacy Education; Special Education; College School Cooperation; Sustainability; Program Development; Program Implementation; Program Effectiveness; Teacher Attitudes; Elementary School Teachers; Students with Disabilities; Student Diversity; Culturally Relevant Education; Leadership Responsibility Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Community school; ; Gemeindeschule; Gemeinschaftsschule; Primarbereich; Special needs education; Sonderpädagogik; Sonderschulwesen; Nachhaltigkeit; Programmplanung; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung |
| Abstract | A 5-year model demonstration project designed to improve literacy instruction and special education referrals for English learners (ELs) in grades K-3 in three rural community elementary schools was completed with specific attention to sustainability 1 year after implementation. The model, which was developed and implemented through a university-school district collaborative partnership, incorporated sustainability as a critical component. Findings show that the sustainability component (a) embedded into project development, (b) periodically revisited during project implementation, and (c) personalized by participating schools developing their own sustainability plans proved to be a successful approach to maintaining select literacy best practices and improved referrals of ELs. A minimum of 80% of classroom teacher participants reported 1 year after project implementation that key aspects of the project continued to be beneficial or very beneficial for delivering their classroom instruction to ELs. Each of the five multitiered system of supports (MTSS) for EL model components was somewhat addressed, with several being mostly addressed 1 year after implementation in all three elementary schools. Also, the culturally and linguistically responsive referral was maintained. Project sustainability findings are shared and discussed along with recommendations for educators to apply in their MTSS models in rural elementary schools with high populations of ELs with and without disabilities. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 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 | 2022/1/01 |
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