Literaturnachweis - Detailanzeige
Autor/inn/en | Hoover, John J.; Soltero-González, Lucinda |
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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 (2) |
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 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 |