Delphi Study of Instructional Strategies for English Language Learners with Disabilities: Recommendations from Educators Nationwide. ELLs with Disabilities Report 21

Autor/inn/en	Thurlow, Martha; Shyyan, Vitaliy; Barrera, Manuel; Liu, Kristi
Institution	National Center on Educational Outcomes; Council of Chief State School Officers; National Association of State Directors of Special Education (NASDSE)
Titel	Delphi Study of Instructional Strategies for English Language Learners with Disabilities: Recommendations from Educators Nationwide. ELLs with Disabilities Report 21
Quelle	(2008), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Strategies; Delphi Technique; Teaching Methods; Teacher Surveys; Middle Schools; Junior High Schools; Special Education; Reading Instruction; Mathematics Instruction; Science Instruction; Focus Groups; Educational Improvement; Federal Programs; Outcomes of Education; Second Language Learning; Disabilities; Guidelines; Federal Legislation; English (Second Language) + Suchen Sie Ihr Suchwort? Lehrstrategie; Delphi-Methode; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Mittelschule; Mittelstufenschule; Sekundarstufe I; Special needs education; Sonderpädagogik; Sonderschulwesen; Leseunterricht; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching improvement; Unterrichtsentwicklung; Lernleistung; Schulerfolg; Zweitsprachenerwerb; Handicap; Behinderung; Richtlinien; Bundesrecht; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This study is part of national research over the past seven years at the National Center on Educational Outcomes focused on identifying and validating instructional strategies for ELLs with disabilities (Shyyan, Thurlow, & Liu, 2008; Thurlow, Albus, Shyyan, Liu, & Barrera, 2004). In recent work (Barrera, Shyyan, Liu, & Thurlow, 2008), educators from five states with large ELL populations and five states with small ELL populations generated sets of reading, mathematics, and science instructional strategies and weighted their importance in focus group-like settings using the Multi-Attribute Consensus Building method (Vanderwood & Erickson, 1994). The research described here is a confirmatory Delphi study of the strategies identified in the Barrera et al. (2008) study. Teachers similar to those who participated in the earlier study (Barrera et al., 2008) were polled about strategies identified in the earlier study. This polling was accomplished by using an online survey about the strategies previously identified. Specifically, this study sought to ascertain the instructional strategies that teachers recommend for improving the academic achievement of middle and junior high school English language learners with disabilities in standards-based content instruction in U.S. schools that meet Adequate Yearly Progress requirements with English language learners. Appended to this report are glossaries of reading, mathematics, and science strategies; as well as descriptive statistics for reading, mathematics, and science instruction strategies. (Contains 6 tables and 5 figures.) [The "Building and Verifying Effective Instruction through Consensus for English Language Learners with Disabilities" project is supported by a grant from the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education.] (ERIC).
Anmerkungen	National Center on Educational Outcomes. University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: http://education.umn.edu/NCEO/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10