The Impact of Separationist Models of Instructional Support on the Self-Efficacy Perceptions of Latino English Language Learners

摘要: Federal and state mandated linguistic academic supports for English Language Learners (ELLs) compete instructional time, resulting in ELLs being pulled away from the general population of students multiple times per day. Grounded socio-cognitive socio-cultural theories, research investigated correlation between amount time ELL were segregated purposes delivering support services their self-efficacy perceptions to succeed school. The study also examined number different received A modified Morgan Jinks SelfEfficacy Survey (MJSES) (1999) was administered 172 at four elementary schools a New York State suburban school district. Results showed statistically significant negative minutes Latino separated education Analysis interventions by succeed. Recommendations include reexamining frames required, clustering on grade level, implementing collaborative push-in model, expanding day increase providing opportunities protective factors at-risk students, increasing professional development teachers. v Degree Type Dissertation Name Doctor Education (EdD) Department Executive Leadership Subject Categories This dissertation is available Fisher Digital Publications: http://fisherpub.sjfc.edu/education_etd/155 Impact Separationist Models Instructional Support Self-Efficacy Perceptions