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Exploring evidence-based instructional strategies for the education of students with interrupted formal education: A phenomenological study.

机译：探索循证教学策略对正规教育中断学生的教育：一项现象学研究。

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Students with Interrupted Formal Education (SIFE) are those students who qualify for English as a New Language (ENL) service delivery, who have had at least two or more years of disruption in their educational attainment and are born outside of the United States. They are at least two years or more behind their peers in reading and math, and may be preliterate in their native language. Current research has revealed that while schools have been adopting several instructional strategies to address the educational needs of SIFE, there is also evidence that some SIFE are misidentified and misplaced in special education programs. Such placement decisions have been reported to have adverse effects on SIFE. Using a qualitative approach at a major urban school district in the United States, this study discovered instructional strategies that have been successful at improving the educational experiences of SIFE. Implications for the accurate identification of SIFE are discussed and a SIFE success roadmap is recommended.

机译：正规教育中断（SIFE）的学生是那些有资格获得英语作为新语言（ENL）服务的学生，他们的教育程度受到了至少两年或两年以上的干扰，并且在美国境外出生。他们在阅读和数学方面至少比同龄人落后两年或更长时间，并且可能会以母语书写。当前的研究表明，尽管学校已经采取了几种教学策略来满足SIFE的教育需求，但也有证据表明，某些SIFE在特殊教育计划中被误认和放错了位置。据报道，这种安置决定对SIFE有不利影响。本研究在美国主要城市学区使用定性方法，发现了成功改善SIFE教育体验的教学策略。讨论了SIFE准确识别的含义，并建议了SIFE成功路线图。

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作者
Susso, Sankung Papa.;
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作者单位

Cambridge College.;

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授予单位 Cambridge College.;
学科 Curriculum development.;Educational leadership.
学位 Ed.D.
年度 2016
页码 171 p.
总页数 171
原文格式 PDF
正文语种 eng
中图分类化学;
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4. Comparison of Supplemental Instruction Strategies and Results for On-Campus and Distance Education Students [C] . Raed M. AbouFakher, Deborah Sharer ASEE Annual Conference and Exposition . 2004

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Exploring evidence-based instructional strategies for the education of students with interrupted formal education: A phenomenological study.

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