ABSTRACT Title of Thesis: ENGLISH LANGUAGE LEARNER SPECIAL EDUCATION REFERRAL AND PLACEMENT OUTCOMES IN INSTRUCTIONAL CONSULTATION TEAMS SCHOOLS Arlene E. Silva, Master of Arts, 2005 Thesis Directed by: Professor Sylvia Rosenfield Department of Counseling and Personnel Services University of Maryland, College Park The present study serves as an examination and documentation of referral and placement outcomes of English Language Learner (ELL) cases in Instructional Consultation (IC) Teams schools
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of the Graduate College of The University of Vermont In Partial Fulfillment of the Requirements for the Degree of Doctor of Education Specializing in Educational Leadership and Policy Studies February, 2010 Accepted by the Faculty of the Graduate College, The University of Vermont, in partial fulfillment of the requirements for the degree of Doctor of Education specializing in Educational Leadership and Policy Studies. Dissertation Examination Committee: Advisor Sean M. Hurley
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Terms * Limitations Chapter 2: Theoretical Framework Chapter 3: Review of the Literature Chapter 4: Research Methods * The Qualitative Paradigm * Qualitative Methods * The Researcher's Role * Data Sources * Data Collection * Data Analysis * Ethical Considerations Chapter 5: Research Findings Chapter 6: Conclusions, Discussion, and Suggestions for Future Research * Summary * Conclusions * Discussion * Suggestions for Future Research Towards A Phenomenology of Liberation
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phenomenal professional development weekly and attend conferences locally and nationally. Ms. Boutte holds all staff accountable regardless of their job title. Essentially, the main objective is for students to be able to receive a world-class education at no cost. Boutee is characterized as being highly skilled and knowledgeable. Ms. Boutte has been recognized for her accomplishments in improving the schools test scores. College Academy out of the three in its charter, received the highest test
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Definition of Terms • Limitations Chapter 2: Theoretical Framework Chapter 3: Review of the Literature Chapter 4: Research Methods • The Qualitative Paradigm • Qualitative Methods • The Researcher's Role • Data Sources • Data Collection • Data Analysis • Ethical Considerations Chapter 5: Research Findings Chapter 6: Conclusions, Discussion, and Suggestions for Future Research • Summary • Conclusions • Discussion • Suggestions for Future Research Towards A Phenomenology of Liberation
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these new perspectives. This paper focuses on the need for a holistic approach to creativity in education, an approach that takes into account all the aspects of creativity where education is concerned. Promoting creativity in education has to take into account the evident conflicting factors included in creativity such as divergent and convergent thinking, 1 Cropley, A. J. (2001). Creativity in Education and Learning: A Guide for Teachers and Educators. London: RoutlegeFalmer. intrinsic and
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Topic 1- Human Resource Management (HRM) Today HRM act as vital role in field of Organizational Management. It is the human aspect of Organizational Management or Business Administration in an organization. HRM is defined as : “HRM is the efficient and effective utilization of Human Resources (HR) to achieve goals of an organization”(Opatha, ) According to the above definition of HRM, a) An organization means an economic and social entity composed of a group of people who interact
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.......................................................7 Problem Statement and Action Research Questions ................................14 Design and Methods ...............................................................................18 Data Analysis .........................................................................................21 Action Plan.............................................................................................25 Appendix A ...................................
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Carlow? ➢ To what extent does PCP at RehabCare contribute to the underlying goal of greater social inclusion? CONTENTS TITLE PAGE……………………………………… P 1 CONTENTS PAGE………………………………... P2 ACKNOWLEDGEMENTS……………………….. P3 INTRODUCTION………………………………….. P4 LITERATURE REVIEW………………………….. P5 METHODOLOGY…………………………………. P11 FINDINGS………………………………………….. P13 ANALYSIS…………………………………………. P16 CONCLUSION…………………………………….. P18 BIBLIOGRAPHY………………………………….. P20 APPENDIX (Interview
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for a classroom management skill. Hollowell (2013) mentioned in her article that classroom management skills are essential for all teachers. Supervising a group of children with different personalities and backgrounds is a challenging task. You are responsible for their academic growth while ensuring that the learning environment stays welcoming and secure. This includes dealing with disruptive pupils. According to Tyson (2013), disruptive students are always present in every classroom. Regardless
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