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Examining Administrator Perspectives...

Strouse, Karley,

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Examining Administrator Perspectives on Educational Experiences for ELL Students With Disabilities /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining Administrator Perspectives on Educational Experiences for ELL Students With Disabilities // Karley Strouse.
Author:	Strouse, Karley,
Description:	1 electronic resource (181 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
Contained By:	Dissertations Abstracts International85-10A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31241271
ISBN:	9798382320014

Examining Administrator Perspectives on Educational Experiences for ELL Students With Disabilities /
Strouse, Karley,

Examining Administrator Perspectives on Educational Experiences for ELL Students With Disabilities /Karley Strouse. - 1 electronic resource (181 pages)

Source: Dissertations Abstracts International, Volume: 85-10, Section: A.

School administrators are key components in improving educational experiences for ELL students with disabilities. However, no studies have assessed how administrators perceive equitable school experiences for ELL students with disabilities in the Pacific Northwest. This qualitative study included semistructured interviews with 12 school administrators in the Pacific Northwest to identify perceptions of how administrators distinguish equitable educational experiences for ELL students with disabilities while utilizing a Disability Critical Race Theory lens. Seven themes were identified: The Power of Perception, Effective Teaching and Instructional Strategies, Equity and Inclusive Practices, Barriers to Learning, Complexities of the Identification Process, Appropriate Curriculum, and Creating Success. The study's implications highlight the transformative role administrators can play in creating equitable educational experiences for ELL students with disabilities by fostering positive perceptions, addressing biases, implementing inclusive practices, and prioritizing effective communication to contribute to a more inclusive, supportive, and successful learning environment for all students.

English

ISBN: 9798382320014Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

School administrators

Examining Administrator Perspectives on Educational Experiences for ELL Students With Disabilities /
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100 1 $a Strouse, Karley, $e author. $3 3829930
245 1 0 $a Examining Administrator Perspectives on Educational Experiences for ELL Students With Disabilities / $c Karley Strouse.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (181 pages)
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500 $a Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
500 $a Advisors: Kellerer, Paula Committee members: Blackman, Lorie; Cornell, Jennifer.
502 $b Ph.D. $c Northwest Nazarene University $d 2024.
520 $a School administrators are key components in improving educational experiences for ELL students with disabilities. However, no studies have assessed how administrators perceive equitable school experiences for ELL students with disabilities in the Pacific Northwest. This qualitative study included semistructured interviews with 12 school administrators in the Pacific Northwest to identify perceptions of how administrators distinguish equitable educational experiences for ELL students with disabilities while utilizing a Disability Critical Race Theory lens. Seven themes were identified: The Power of Perception, Effective Teaching and Instructional Strategies, Equity and Inclusive Practices, Barriers to Learning, Complexities of the Identification Process, Appropriate Curriculum, and Creating Success. The study's implications highlight the transformative role administrators can play in creating equitable educational experiences for ELL students with disabilities by fostering positive perceptions, addressing biases, implementing inclusive practices, and prioritizing effective communication to contribute to a more inclusive, supportive, and successful learning environment for all students.
546 $a English
590 $a School code: 1746
650 4 $a Educational leadership. $3 529436
650 4 $a Educational administration. $3 2122799
650 4 $a English as a second language. $3 516208
650 4 $a Instructional design. $3 3172279
650 4 $a Disability studies. $3 543687
653 $a School administrators
653 $a Disability critical race theory
653 $a English Language Learners
653 $a Administrator perspectives
653 $a Students with disabilities
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690 $a 0201
690 $a 0514
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710 2 $a Northwest Nazarene University. $b Education. $e degree granting institution. $3 3767529
720 1 $a Kellerer, Paula $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 85-10A.
790 $a 1746
791 $a Ph.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31241271