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ERIC Number: ED504304
Record Type: Non-Journal
Publication Date: 2008-Sep
Pages: 43
Abstractor: ERIC
Reference Count: 30
Middle School Principals' Interpretation of State Policy and Guidance on Instructional Strategies for ELLs with Disabilities. ELLs with Disabilities Report 20
Liu, Kristi; Koo, Haesook; Barrera, Manuel; Thurlow, Martha
National Center on Educational Outcomes, University of Minnesota
To better understand how school principals can provide instructional leadership appropriate for English language learners (ELLs) with disabilities, the study described in this report examined how principals of successful schools translated information to teachers on designing accessible standards-based instruction for ELLs with disabilities. The intent of the study was to highlight promising practices that might be studied further, as well as to identify areas where principals may need additional support in providing instructional leadership for their teachers. The Principal Interview Protocol is appended. (Contains 8 tables and 3 figures.) [The "Building and Verifying Effective Instruction through Consensus for English Language Learners with Disabilities" project is supported by a grant from the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education.]
National Center on Educational Outcomes. University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Elementary Secondary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: National Center on Educational Outcomes; Council of Chief State School Officers; National Association of State Directors of Special Education (NASDSE)
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001