Literaturnachweis - Detailanzeige
Autor/inn/en | Kangas, Sara E. N.; Cook, Megan |
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Titel | Academic Tracking of English Learners with Disabilities in Middle School |
Quelle | In: American Educational Research Journal, 57 (2020) 6, S.2415-2449 (35 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Kangas, Sara E. N.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0002-8312 |
DOI | 10.3102/0002831220915702 |
Schlagwörter | Track System (Education); Learning Disabilities; English Language Learners; Educational Opportunities; Case Studies; Middle School Students; Student Placement; Special Education; Educational Change; Access to Education Leistungsgruppe; Leistungsdifferenzierung; Learning handicap; Lernbehinderung; Bildungsangebot; Bildungschance; Case study; Fallstudie; Case Study; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerpraktikum; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsreform; Education; Access; Bildung; Zugang; Bildungszugang |
Abstract | Despite increased attention to the academic progress of English learners (ELs) with disabilities as a result of the Every Student Succeeds Act of 2015, research has yet to investigate the educational opportunities of these students in secondary grades. This qualitative embedded case study examined the curricular access of 10 ELs with disabilities in middle school. Utilizing deficit thinking for its theoretical underpinnings, the analysis illuminated that ELs with disabilities were consistently placed in lower academic tracks through a number of mutually reinforcing institutional and perceptual factors. The findings have exigent implications for expanding opportunities to learn of ELs with disabilities through reform to placement criteria and provision of special education and linguistic support across a range of academic tracks. (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 | 2024/1/01 |