東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Early Childhood Teachers' Experience...

Sharpton, Tiffeny.

FindBook

Google Book

Amazon

博客來

Early Childhood Teachers' Experiences With Overrepresentation of English Language Learners in Special Education Programs.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Early Childhood Teachers' Experiences With Overrepresentation of English Language Learners in Special Education Programs./
作者:	Sharpton, Tiffeny.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
面頁冊數:	116 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
標題:	Special education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31295588
ISBN:	9798382583891

Early Childhood Teachers' Experiences With Overrepresentation of English Language Learners in Special Education Programs.
Sharpton, Tiffeny.

Early Childhood Teachers' Experiences With Overrepresentation of English Language Learners in Special Education Programs. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 116 p.

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

Thesis (Ph.D.)--Walden University, 2024.

This item must not be sold to any third party vendors.

The population of English Language Learners (ELLs) enrolled in kindergarten to second grade (K-2) in the Southern region of the United States has increased. K-2 teachers are challenged to serve ELLs in the regular education classroom and students are often being referred for special education services. There needs to be more literature on the overrepresentation of ELL students in special education programs. The purpose of this basic qualitative study was to explore K-2 teachers' experiences with the overrepresentation of ELL students in special education programs and what teachers need to facilitate appropriate interventions for ELL students within the general education classroom. The conceptual framework that guides this study combines the theory of language acquisition by Cummins and the multitiered system of supports for ELLs by Hoover. Two research questions were focused on K-2 teachers' experiences with the overrepresentation of ELLs in special education programs and what teachers need to address the issue of overrepresentation of ELLs in special education programs. An open-ended interview protocol was followed with 12 experienced K-2 teachers. Data were collected and analyzed using a thematic approach to identify codes, patterns, categories, and themes. The results of this study show the importance of communication with families, strategies used within the classroom, and the services that are offered to ELLs on their growth. This study has the potential to create positive social change by providing educators with insights based on K-2 teachers' experiences with the overrepresentation of ELLs in special education. Positive social change will occur when teachers use appropriate interventions with ELL students in the general education classroom.

ISBN: 9798382583891Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

English Language Learners

Early Childhood Teachers' Experiences With Overrepresentation of English Language Learners in Special Education Programs.
LDR:03057nmm a2200409 4500 001 2397112
005 20240617111740.5
006 m o d
007 cr#unu||||||||
008 251215s2024 ||||||||||||||||| ||eng d
020 $a 9798382583891
035 $a (MiAaPQ)AAI31295588
035 $a AAI31295588
040 $a MiAaPQ $c MiAaPQ
100 1 $a Sharpton, Tiffeny. $3 3766875
245 1 0 $a Early Childhood Teachers' Experiences With Overrepresentation of English Language Learners in Special Education Programs.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 116 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
500 $a Advisor: Trube, Mary.
502 $a Thesis (Ph.D.)--Walden University, 2024.
506 $a This item must not be sold to any third party vendors.
520 $a The population of English Language Learners (ELLs) enrolled in kindergarten to second grade (K-2) in the Southern region of the United States has increased. K-2 teachers are challenged to serve ELLs in the regular education classroom and students are often being referred for special education services. There needs to be more literature on the overrepresentation of ELL students in special education programs. The purpose of this basic qualitative study was to explore K-2 teachers' experiences with the overrepresentation of ELL students in special education programs and what teachers need to facilitate appropriate interventions for ELL students within the general education classroom. The conceptual framework that guides this study combines the theory of language acquisition by Cummins and the multitiered system of supports for ELLs by Hoover. Two research questions were focused on K-2 teachers' experiences with the overrepresentation of ELLs in special education programs and what teachers need to address the issue of overrepresentation of ELLs in special education programs. An open-ended interview protocol was followed with 12 experienced K-2 teachers. Data were collected and analyzed using a thematic approach to identify codes, patterns, categories, and themes. The results of this study show the importance of communication with families, strategies used within the classroom, and the services that are offered to ELLs on their growth. This study has the potential to create positive social change by providing educators with insights based on K-2 teachers' experiences with the overrepresentation of ELLs in special education. Positive social change will occur when teachers use appropriate interventions with ELL students in the general education classroom.
590 $a School code: 0543.
650 4 $a Special education. $3 516693
650 4 $a Early childhood education. $3 518817
650 4 $a Education. $3 516579
650 4 $a Disability studies. $3 543687
653 $a English Language Learners
653 $a K-2 teachers
653 $a Second grade
653 $a ELL students
653 $a Education classroom
690 $a 0529
690 $a 0201
690 $a 0515
690 $a 0518
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertations Abstracts International $g 85-11A.
790 $a 0543
791 $a Ph.D.
792 $a 2024
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31295588