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Teacher Self-efficacy in Relation to...

ProQuest Information and Learning Co.

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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Teacher Self-efficacy in Relation to the Accuracy of Pre-referral Interventions for English Language Learners./
Author:	Kolenda, Caroline.
Description:	1 online resource (67 pages)
Notes:	Source: Masters Abstracts International, Volume: 57-06.
Contained By:	Masters Abstracts International57-06(E).
Subject:	Counseling Psychology. -
Online resource:	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.
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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
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690 $a 0679
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