Abstract
There is limited research regarding school psychology field and practicum experiences that are devoted to developing skills related to emergent bilingual learners (EBL). This study attempted to better understand what types of EBL-related field and practicum experiences are most influential in preparing school psychologists to feel confident in their ability to provide school psychological services to EBL students. One hundred thirty-five practicing school psychologists were surveyed using a questionnaire focused on the types of EBL-related field and practicum experiences commonly found in exemplary multiculturally-focused school psychology graduate programs and practitioners’ perceptions of their ability to provide a number of services to EBL students. Results of this study suggest that structured EBL-related field and practicum experiences are most influential in school psychologists’ perceptions of preparedness and confidence providing services to EBL students. Additional factors were investigated (e.g., exposure to EBL students in practicum) and were also found to be influential.
Advisor
Carlos J. Panahon
Committee Member
Jeffrey Brown
Committee Member
Shawna Petersen-Brown
Committee Member
Sarah Henderson Lee
Date of Degree
2023
Language
english
Document Type
Dissertation
Degree
Doctor of Psychology (PsyD)
Program of Study
School Psychology
College
Humanities and Social Sciences
Recommended Citation
Rogers, A. (2023). Investigating emerging bilingual learner related field experiences in school psychology graduate training [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/1314/
Included in
Educational Psychology Commons, First and Second Language Acquisition Commons, School Psychology Commons
Rights Statement
