國立虎尾科技大學 |

Teacher Self-efficacy in Relation to the Accuracy of Pre-referral Interventions for English Language Learners.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Teacher Self-efficacy in Relation to the Accuracy of Pre-referral Interventions for English Language Learners./
作者:	Kolenda, Caroline.
面頁冊數:	1 online resource (67 pages)
附註:	Source: Masters Abstracts International, Volume: 57-06.
Contained By:	Masters Abstracts International57-06(E).
標題:	Counseling Psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9780438089211

Teacher Self-efficacy in Relation to the Accuracy of Pre-referral Interventions for English Language Learners.
Kolenda, Caroline.

Teacher Self-efficacy in Relation to the Accuracy of Pre-referral Interventions for English Language Learners. - 1 online resource (67 pages)

Source: Masters Abstracts International, Volume: 57-06.

Thesis (M.A.)--Saint Mary's College of California, 2018.

Includes bibliographical references

English language learners (ELLs) are disproportionately represented in special education, which may indicate that they are receiving special education services due to language needs rather than learning disabilities (Klingner & Harry, 2006; Fillmore & Snow, 2000). With the number of ELLs in California schools rising, this disproportionate representation (Baca & Cervantes, 1991) will continue to impact students and schools alike as improper placement in special education can have harmful effects on the students (Sullivan, 2011) and can be a misuse of special education resources. Through a survey of teachers, this study considered the relationship between teachers' multilingual background and their level of self-efficacy when implementing pre-referral interventions for their students who are ELLs. No population of teachers indicated high levels of efficacy, suggesting that more work must be done to increase feelings of efficacy in teachers of ELLs and to support teachers in their attempts to adequately assist ELLs.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438089211Subjects--Topical Terms:

1179619
Counseling Psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Teacher Self-efficacy in Relation to the Accuracy of Pre-referral Interventions for English Language Learners.
LDR:02281ntm a2200337Ki 4500 001 917777
005 20181022132219.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780438089211
035 $a (MiAaPQ)AAI10823203
035 $a (MiAaPQ)stmarysca:10817
035 $a AAI10823203
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Kolenda, Caroline. $3 1191941
245 1 0 $a Teacher Self-efficacy in Relation to the Accuracy of Pre-referral Interventions for English Language Learners.
264 0 $c 2018
300 $a 1 online resource (67 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 57-06.
500 $a Adviser: Ani C. Moughamian.
502 $a Thesis (M.A.)--Saint Mary's College of California, 2018.
504 $a Includes bibliographical references
520 $a English language learners (ELLs) are disproportionately represented in special education, which may indicate that they are receiving special education services due to language needs rather than learning disabilities (Klingner & Harry, 2006; Fillmore & Snow, 2000). With the number of ELLs in California schools rising, this disproportionate representation (Baca & Cervantes, 1991) will continue to impact students and schools alike as improper placement in special education can have harmful effects on the students (Sullivan, 2011) and can be a misuse of special education resources. Through a survey of teachers, this study considered the relationship between teachers' multilingual background and their level of self-efficacy when implementing pre-referral interventions for their students who are ELLs. No population of teachers indicated high levels of efficacy, suggesting that more work must be done to increase feelings of efficacy in teachers of ELLs and to support teachers in their attempts to adequately assist ELLs.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Counseling Psychology. $3 1179619
650 4 $a Language. $3 571568
655 7 $a Electronic books. $2 local $3 554714
690 $a 0603
690 $a 0679
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Saint Mary's College of California. $b School of Education. $3 1184469
773 0 $t Masters Abstracts International $g 57-06(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10823203 $z click for full text (PQDT)