Graduate preparation of school psychologists in serving English language learners

Date of Award

2013

Degree Name

Ed.S. in School Psychology

Department

Department of Counselor Education & Human Services

Advisor/Chair

Advisor: Elana R. Bernstein

Abstract

The purpose of this study was to examine the amount of time and extent to which NASP approved school psychology graduate programs spend instructing their students on best practices in working with English Language Learners (ELLs). Surveys were completed by both school psychology faculty members and intern school psychologists from across The United States. School psychology faculty members answered questions related to the amount of time and extent of instruction provided to school psychology graduate students on the topic of ELLs. Interns completed a knowledge survey on serving ELLs and provided ratings of how prepared they were to address nine specific responsibilities of school psychologists related to serving ELLs. Results indicated that school psychology programs are not adequately preparing their students to serve the growing population of ELLs. Faculty members cited time, particularly that which must be devoted to other requirements per state and national standards, as the biggest barrier to increasing instruction on ELL best practices. Additionally, interns rated themselves as feeling less than adequately prepared to serve ELLs effectively during their internship and beyond.

Keywords

School psychologists Training, English language Study and teaching Foreign speakers, School psychology Study and teaching (Graduate), Education; educational psychology; psychology; school psychologists; school psychology; English language learners; ELLs; training; graduate training; preparation; intern knowledge

Rights Statement

Copyright © 2013, author

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