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Collaborative Teaching for English Learners with Learning Disabilities: Teachers' Efficacy and Principals' Perspective.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Collaborative Teaching for English Learners with Learning Disabilities: Teachers' Efficacy and Principals' Perspective./
Author:	Lebron Ocasio de Benitez, Eileen R.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	197 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-11, Section: A.
Contained By:	Dissertations Abstracts International82-11A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28490083
ISBN:	9798728272243

Collaborative Teaching for English Learners with Learning Disabilities: Teachers' Efficacy and Principals' Perspective.
Lebron Ocasio de Benitez, Eileen R.

Collaborative Teaching for English Learners with Learning Disabilities: Teachers' Efficacy and Principals' Perspective. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 197 p.

Source: Dissertations Abstracts International, Volume: 82-11, Section: A.

Thesis (Ed.D.)--Texas A&M University - Commerce, 2021.

This item must not be sold to any third party vendors.

In this qualitative study, the researcher examined the impact of collaborative teaching as a service delivery solution to address the academic needs of English language learners (ELLs) with learning disabilities. Various significant aspects of the collaborative teaching method including teacher's self-efficacy, professional education opportunities that address the need of ELLs, academic impact, and principals' perspective were examined. A semi-structured interview instrument called Perceptions of Co-Teaching Survey and Semi-Structured Interview was used. Random purposeful sampling was the preferred approach when selecting participants. The study presented evidence indicating that teachers' self-efficacy in meeting ELLs' needs with disabilities is not an educational issue among experienced teachers, but the disparity of services and resources that still prevail for minority students. The study presented evidence indicating that principals support small group instruction through collaborative teachers. Future research recommendations may include a quantitative study to measure the impact of collaborative teaching and administrative support in creating a culture for collaborative teaching to thrive.

ISBN: 9798728272243Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Bilingual models

Collaborative Teaching for English Learners with Learning Disabilities: Teachers' Efficacy and Principals' Perspective.
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245 1 0 $a Collaborative Teaching for English Learners with Learning Disabilities: Teachers' Efficacy and Principals' Perspective.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 197 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-11, Section: A.
500 $a Advisor: Munoz, Ava.
502 $a Thesis (Ed.D.)--Texas A&M University - Commerce, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a In this qualitative study, the researcher examined the impact of collaborative teaching as a service delivery solution to address the academic needs of English language learners (ELLs) with learning disabilities. Various significant aspects of the collaborative teaching method including teacher's self-efficacy, professional education opportunities that address the need of ELLs, academic impact, and principals' perspective were examined. A semi-structured interview instrument called Perceptions of Co-Teaching Survey and Semi-Structured Interview was used. Random purposeful sampling was the preferred approach when selecting participants. The study presented evidence indicating that teachers' self-efficacy in meeting ELLs' needs with disabilities is not an educational issue among experienced teachers, but the disparity of services and resources that still prevail for minority students. The study presented evidence indicating that principals support small group instruction through collaborative teachers. Future research recommendations may include a quantitative study to measure the impact of collaborative teaching and administrative support in creating a culture for collaborative teaching to thrive.
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650 4 $a Disability studies. $3 543687
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653 $a Collaborative teaching models
653 $a English learners
653 $a Inclusion classroom
653 $a Learning disabilities
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710 2 $a Texas A&M University - Commerce. $b EdD Educational Administration. $3 3190292
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