Download or read book Teacher Perceptions that Lead to the Referral of Hispanic English Language Learners to Special Education written by Irma Fernández and published by . This book was released on 2010 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study developed a survey to determine whether general education teachers in a large urban district were prepared to make referrals of minority students to special education. Considering the impact of student-teacher relationships have on minority students being referred to special education, increased knowledge on how to improve student-teacher cultural awareness is a vital part of improving education. Nineteen certified teachers (17 women and 2 men) participated in this study. The central findings of the present study suggest that certificated teachers have been taught the SST purpose, process and operation through their teacher training. A significant difference was identified between White and minority teachers in terms of their training in cultural differences, cultural awareness, and specific guidelines regarding the learning behaviors of minority students in making referrals to special education. Minority teachers were more likely to agree that they received training that addressed how cultural awareness can affect students learning. The results of this study suggest a need for expanded teacher education regarding cultural differences and awareness of culturally linguistically diverse learners. Teacher preparation through coursework and site trainings in order to understand culturally linguistically diverse learners seems to contribute to making appropriate referrals. These courses and trainings appear to play a vital role in preparing teachers to identify students for the SST process.
Download or read book Navigating the American Education System written by Manuel P. Vargas and published by IAP. This book was released on 2020-05-01 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: Navigating the American Education System: Four Latino Success Stories showcases the educational journey of four Latino/a men and women who navigated the American education system successfully. Their success is significant given the multiple and varied challenges that most Latinos/as encounter throughout the K–20 educational continuum. The purpose of this book is not only to show and tell, but to describe ordinary people attaining extraordinary results, who might also stand as good role models for the youngest- and fastest-growing group—Latinos/as—in this country. Researchers of this topic offer compelling statistics, such as the following projection: Out of 100 Latino/a students, a few more than 50 will finish high school; out of this number, five will enroll in college; and out of the original 100, less than one percent will complete a doctorate. While the causes of low academic attainment for Latinos may vary, including limited financial resources and cultural differences, the lack of Latino role models in K–20 education may be a significant contributing factor. The expression, “You can’t be what you don’t see” is especially applicable to Latino/a students who seldom see people like them in positions of prominence and power in educational environments. Across the country, and in particular in states with high numbers of Latino/a students, as the K–20 student body becomes darker, the teaching and decision-making personnel remain light-skinned. Consequently, the absence of role models for an increasing number of students of color may contribute to low levels of aspiration. Many attempts and existing literature regarding the achievement gap of students of color, especially Latinos/as, seem to have had modest or no impact, even when statistical analysis and sound rationales are provided. On the other hand, the stories included in this book offer an alternative that may have an impact and long-lasting effect in the lives of students of color. Story messages tend to stay longer with us and enable us to make sense of complex situations, such as education, culture, and personality traits—persistence, motivation, resilience. Consequently, the stories in this book become vehicles to learn from real-life examples the abstractions of education, home and school culture, and other factors that contribute to academic success. Furthermore, the stories encourage people to write, tell, and share experiences to address ongoing problems; invite change where change is needed; organize thoughts and seek meaningful solutions; invite us to become cognizant about how our emotions direct our thoughts and “move mountains”; enable us to discover undercurrents that hinder organizational communication; direct us to pay attention to the little things that matter and build trust; awaken the good in people through an invitational approach, as opposed to one that it’s mandated; push us to avoid playing it safe and stick out our emotional necks when dealing with people; seek authentic voices to make room for new thinking; make time for people; and allow our voices to define the values we embrace.
Download or read book Elementary Teachers Beliefs about Hispanic English language Learners written by Adriana B. Burkhart and published by . This book was released on 2010 with total page 488 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions of Severity of Hispanic Students English Language Problems and the Acceptability of Educational Interventions written by Sara Kathryn Anderson and published by . This book was released on 1994 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Student Learning Behaviors and Intervention Practices Cited Among Midwestern Teachers Referring Bilingual CLD Students for Special Education Evaluation written by and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Throughout the last several decades, rises in CLD student populations and teacher accountability have factored in the increased numbers of CLD students being referred for, and placed in, special education. Because traditional evaluation processes do not reliably distinguish student learning problems that result from culturally/linguistic difference from those associated with innate disability, once referred, most CLD students go on to be placed in special education. Since over-referral is a key factor in over-representation, the purpose of this qualitative study was to identify and examine the student and teacher factors associated with referral of bilingual CLD students for special education evaluation. The primary sources of data for this study were school records generated by classroom teachers, and semi-structured interviews with teachers who had referred bilingual CLD students for special education evaluation. Qualitative data garnered from these sources permitted identification and description of CLD student learning behaviors, and teacher interpretations thereof, which factored into referral of these students for special education. Results, obtained through review and analysis of 27 referral records and six teacher interview transcripts indicated that lack of teacher preparation was a significant factor in the teacher's ability to appropriately perceive and respond to CLD student learning behaviors. Most notably, grade-level teachers tended to overrate the CLD student's English language proficiency based upon observations made within the school setting. Once determined to have enough English, the CLD student's language needs were essentially disregarded throughout the pre-referral (intervention) process. Student failure with unaccommodative interventions appeared to reinforce teacher perceptions of prereferral as a confirmatory process rather than the means by which student learning problems could be resolved. These phenomena were compounded by the teacher's expressed deference for psychological test data and preference for special education placement. Teachers form observation-based opinions about CLD student language proficiencies which can derail the instructional and intervention process for CLD students and lead to inappropriate referrals for special education. Further research is needed to determine the reliability of such teacher impressions and methods by which these teachers can better identify and respond to CLD student's language assets and needs.
Download or read book Special Education Considerations for English Language Learners written by Else V. Hamayan and published by . This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This important guide shows how to determine appropriate interventions for ELLs with academic challenges. It includes extensive new discussions of RtI and standardized testing used for diagnostic purposes and and reviews consequences for ELLs. The ensuring a continuum of services model featured in the book is a strong collaborative framework that takes teams of educators step-by-step through gathering information about and implementing effective interventions for ELLs with learning difficulties.
Download or read book Reaching Out to Latino Families of English Language Learners written by David Campos and published by ASCD. This book was released on 2011 with total page 235 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reaching Out to Latino Families of English Language Learners provides teachers with a wealth of tools and strategies for communicating with the parents of Latino English language learners and learning more about their communities.
Download or read book K 12 Teacher Perceptions Regarding Hispanic Family Educational Beliefs and Language and Literacy Practices written by Marisa Lee and published by . This book was released on 2011 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abundant research exists examining what occurs in Hispanic homes regarding educational beliefs and literacy and language practices before and after children enter the school system. What is not known is whether or not teachers are aware of these practices and beliefs. The research questions of this study focus first on what perceptions K-12 teachers have about Hispanic educational beliefs and practices, and second, on determining if those perceptions correlate with teacher training in English as a second language (ESL).
Download or read book Handbook of Research on Promoting Cross Cultural Competence and Social Justice in Teacher Education written by Keengwe, Jared and published by IGI Global. This book was released on 2016-08-24 with total page 494 pages. Available in PDF, EPUB and Kindle. Book excerpt: Without proper training on the intricacies of race and culture, pre-service and in-service teachers may unwittingly continue outdated and ineffective pedagogies. As the demographics of student bodies shift to include more diverse backgrounds, fluency in the discourse of social justice becomes necessary. The Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education elucidates the benefits, challenges, and strategies necessary to prepare teachers to meet the needs of a diverse student body. Featuring the newest research and pedagogical tools written by diverse scholars in the field of teacher training, this expertly crafted handbook is ideal for teachers, administrators, students of education, and policymakers.
Download or read book Promoting the Educational Success of Children and Youth Learning English written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-08-25 with total page 529 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELsâ€"who account for more than 9 percent of enrollment in grades K-12 in U.S. schoolsâ€"are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.
Download or read book Educating Latino Students written by María Luísa González and published by R&L Education. This book was released on 2002-03-13 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt: Latino/a students are in a unique position in today's society; teachers and administrators are in an influential position in educating them. Community, parents, and educators alike are poised to enable these students to gain the education they need for success. Chapters by recognized authors and successful practitioners explain theory with actual applicable examples, demonstrating where and how education is successfully working for Latino students.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book New Approaches to the Investigation of Language Teaching and Literature written by Garcés-Manzanera, Aitor and published by IGI Global. This book was released on 2023-04-11 with total page 398 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the last two decades, the field of language and literature teaching has experienced considerable growth as a result of the wide array of new methodological avenues that have arisen from different angles. This paradigm shift has paved the way for the integration of newly conceived didactic resources such as the mediation of social networks for learning language or the interdisciplinarity of culturally mediated language education. It is crucial to understand this shift in order to ensure students receive the best education possible. New Approaches to the Investigation of Language Teaching and Literature presents an overview of the ongoing methodological tools, practices, research designs, and strategies used in language and literature teaching and provides education researchers and practitioners with empirically sustained evidence of teaching strategies that may be implemented in language education. Covering key topics such as language skills, adult learners, digital literacy, and learning aids, this reference work is ideal for researchers, scholars, academicians, practitioners, educators, and students.
Download or read book Hispanic Parents Perspective of English Language Learner Programs written by James Terry Harbin and published by . This book was released on 2007 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study examines parental perceptions concerning New Albany Elementary School in North Mississippi. The study is twofold: (a) to examine perceptions of Hispanic English language learners' parents concerning three aspects of New Albany Elementary (learning environment, including an immersion program for English language learners; home-school relations; and the social and physical environment of the school) and (b) to examine three aspects concerning school participation of English language learners' parents (the level of participation in school activities, the level of participation in home activities which support the school, and possible explanations for non-participation). Due to liberal immigration laws, linguistic diversity has increased significantly in the United States. It was estimated that in the 1980s one out of 10 students in the school system was from a non-English speaking family. This number reportedly increased to one out of seven in 1990 (McKay & Wong, 2000). The influx has forced school systems to face a language barrier in educating students and involving parents. Controversy thus exists on how to best incorporate the non-English speaking student and parent in the educational process (McKay & Wong). The survey instrument used in this study was the South Carolina Parent Survey instrument. The instrument was designed by Dr. Frank E. White, Jr. and Dr. Jo Anne Anderson of the South Carolina Department of Education. The questions used to develop this instrument were tested for reliability and validity by the statistics department of the University of South Carolina. The instrument focuses on the learning environment, school-parent relations, and the physical and social environment that the school provides vi for students. The six types of parental involvement identified by Dr. Joyce Epstein were influential in the development of this instrument. Dr. White and Dr. Anderson followed a rigorous course to devise a comprehensible instrument that would be easy to understand. The instrument was translated into Spanish and used by the South Carolina State Department of Education. Dr. White and Dr. Anderson's instrument was designed to reflect questions that will elicit information relating to parental perceptions and parental involvement patterns. Baker (1998) noted that teachers were surveyed regarding student success in the immersion program. The results indicated that the immersion program was more successful than the bilingual program. Even though the response of teachers is very positive toward the immersion method, barriers do exist. Baker stated that teachers need to have a strong command of the English language. A translator can be used to assist with the language barriers in the classroom. Wu (1995) noted the positive response of teachers concerning children in the immersion process as they advance through the grade levels.
Download or read book Looking in Classrooms written by Thomas L. Good and published by Routledge. This book was released on 2017-12-15 with total page 592 pages. Available in PDF, EPUB and Kindle. Book excerpt: Looking in Classrooms uses educational, psychological, and social science theories and classroom-based research to teach future classroom teachers about the complexities and demands of classroom instruction. While maintaining the core approach of the first ten editions, the book has been thoroughly revised and updated with new research-based content on teacher evaluation, self-assessment, and decision-making; special emphases on teaching students from diverse ethnic, cultural, class, and gender-identity contexts; and rich suggestions for integrating technology into classroom instruction. Widely considered to be the most comprehensive and authoritative source available on effective, successful teaching, Looking in Classrooms synthesizes the knowledge base on student motivation, classroom management, teacher expectations, teacher effectiveness, adaptive instruction for individual learners, and informative observational techniques for enhancing teaching. It addresses key topics in classroom instruction in an accessible fashion, promoting easy intepretation and transfer to practice, and articulates the roles of teacher-centered pedagogy, student-centered instruction, and project-based learning in today‘s classroom. Guided by durable historical knowledge as well as dynamic, emerging conceptions of teaching, this text is ideal for undergraduate teacher training programs and for masters-level courses for teachers, administrators, and superintendents.
Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 2004 with total page 570 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Forum written by and published by . This book was released on 1987 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
