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Teachers' Beliefs About Students With English as an Additional Language and Co-Existing Disability Participation in State Academic Achievement Tests- [electronic resource]
Teachers' Beliefs About Students With English as an Additional Language and Co-Existing Disability Participation in State Academic Achievement Tests- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101507
- ISBN
- 9798379953607
- DDC
- 420
- 서명/저자
- Teachers Beliefs About Students With English as an Additional Language and Co-Existing Disability Participation in State Academic Achievement Tests - [electronic resource]
- 발행사항
- [S.l.]: : University of Minnesota., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(134 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
- 주기사항
- Advisor: King, Kendall A.
- 학위논문주기
- Thesis (Ph.D.)--University of Minnesota, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약This study examines teachers' beliefs in relation to their roles with respect to K-12 students with English as an additional language and co-existing disability (SEAL+D) participation in state-mandated accountability assessments. U.S. federal laws of the Elementary and Secondary Education Act (ESEA), last reauthorized as the Every Student Succeeds Act of 2015 (ESSA), and the Individuals with Disabilities Act of 2004 (IDEA) require states to report on students' test outcomes for English learners and students with disabilities in meeting academic content standards in state assessments. For these tests, SEAL+D, who have both designations, must also participate. Title I and III of ESEA specifically mandate that English learners with disabilities, i.e., SEAL+D, participate in their state's English language proficiency assessments. However, more understanding is needed about the participation of SEAL+D in these tests. This study addressed this gap with asynchronous online focus groups conducted with teachers from a Midwestern state. Thematic analysis of these data through the lens of language policy and intersectionality indicates that teachers broadly shared similar beliefs about the mismatch between the linguistic complexity of the tests and their expectations of students' abilities. Moreover, input from English language teachers concerning students' academic English language proficiency was often not included in a student's special education individualized education program (IEP) team. The exclusion of the consideration of academic English language proficiency in the IEP has implications for students to meet academic standards.
- 일반주제명
- Special education.
- 일반주제명
- Education policy.
- 키워드
- K-12 students
- 키워드
- Midwestern state
- 기타저자
- University of Minnesota Education Curriculum and Instruction
- 기본자료저록
- Dissertations Abstracts International. 85-01A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520240214101507
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■020 ▼a9798379953607
■035 ▼a(MiAaPQ)AAI30567623
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a420
■1001 ▼aGoldstone, Linda.
■24510▼aTeachers' Beliefs About Students With English as an Additional Language and Co-Existing Disability Participation in State Academic Achievement Tests▼h[electronic resource]
■260 ▼a[S.l.]:▼bUniversity of Minnesota. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(134 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-01, Section: A.
■500 ▼aAdvisor: King, Kendall A.
■5021 ▼aThesis (Ph.D.)--University of Minnesota, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aThis study examines teachers' beliefs in relation to their roles with respect to K-12 students with English as an additional language and co-existing disability (SEAL+D) participation in state-mandated accountability assessments. U.S. federal laws of the Elementary and Secondary Education Act (ESEA), last reauthorized as the Every Student Succeeds Act of 2015 (ESSA), and the Individuals with Disabilities Act of 2004 (IDEA) require states to report on students' test outcomes for English learners and students with disabilities in meeting academic content standards in state assessments. For these tests, SEAL+D, who have both designations, must also participate. Title I and III of ESEA specifically mandate that English learners with disabilities, i.e., SEAL+D, participate in their state's English language proficiency assessments. However, more understanding is needed about the participation of SEAL+D in these tests. This study addressed this gap with asynchronous online focus groups conducted with teachers from a Midwestern state. Thematic analysis of these data through the lens of language policy and intersectionality indicates that teachers broadly shared similar beliefs about the mismatch between the linguistic complexity of the tests and their expectations of students' abilities. Moreover, input from English language teachers concerning students' academic English language proficiency was often not included in a student's special education individualized education program (IEP) team. The exclusion of the consideration of academic English language proficiency in the IEP has implications for students to meet academic standards.
■590 ▼aSchool code: 0130.
■650 4▼aEnglish as a second language.
■650 4▼aSpecial education.
■650 4▼aEducation policy.
■653 ▼aAcademic standards
■653 ▼aEnglish language proficiency
■653 ▼aK-12 students
■653 ▼aIndividualized education program
■653 ▼aMidwestern state
■690 ▼a0441
■690 ▼a0529
■690 ▼a0458
■71020▼aUniversity of Minnesota▼bEducation, Curriculum and Instruction.
■7730 ▼tDissertations Abstracts International▼g85-01A.
■773 ▼tDissertation Abstract International
■790 ▼a0130
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16933924▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
