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Building Teacher Capacity to Effecti...

McIntosh, Leslie Sigmon,

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Building Teacher Capacity to Effectively Meet the Needs of Multilingual Learners /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Building Teacher Capacity to Effectively Meet the Needs of Multilingual Learners // Leslie Sigmon McIntosh, Cheryl Putnam, Scott Strickler.
作者:	McIntosh, Leslie Sigmon,
其他作者:	Putnam, Cheryl,
面頁冊數:	1 electronic resource (124 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
Contained By:	Dissertations Abstracts International86-11A.
標題:	Educational leadership. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31336884
ISBN:	9798314871256

Building Teacher Capacity to Effectively Meet the Needs of Multilingual Learners /
McIntosh, Leslie Sigmon,

Building Teacher Capacity to Effectively Meet the Needs of Multilingual Learners /Leslie Sigmon McIntosh, Cheryl Putnam, Scott Strickler. - 1 electronic resource (124 pages)

Source: Dissertations Abstracts International, Volume: 86-11, Section: A.

This study examines how building teacher capacity through culturally responsive teaching and targeted instructional strategies enhances outcomes for high school multilingual learners (MLs). Grounded in sociocultural learning theory and second language acquisition research, this study explores the essential knowledge, skills, and dispositions educators need to foster inclusive classrooms. Findings suggest that professional learning, differentiated instruction, and school-wide supports are key to serving MLs effectively. Policy recommendations emphasize enhanced teacher preparation, small class sizes, and increasing the number of specialists as well as adding collaboration time between specialists and teachers. This research contributes to the field by providing insights for educators and policy makers seeking to improve instruction for students learning to speak English.

English

ISBN: 9798314871256Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Culturally responsive teaching

Building Teacher Capacity to Effectively Meet the Needs of Multilingual Learners /
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520 $a This study examines how building teacher capacity through culturally responsive teaching and targeted instructional strategies enhances outcomes for high school multilingual learners (MLs). Grounded in sociocultural learning theory and second language acquisition research, this study explores the essential knowledge, skills, and dispositions educators need to foster inclusive classrooms. Findings suggest that professional learning, differentiated instruction, and school-wide supports are key to serving MLs effectively. Policy recommendations emphasize enhanced teacher preparation, small class sizes, and increasing the number of specialists as well as adding collaboration time between specialists and teachers. This research contributes to the field by providing insights for educators and policy makers seeking to improve instruction for students learning to speak English.
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