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An investigation of culturally compe...

Raubvogel, Tami Girsky.

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An investigation of culturally competent qualities and effective leadership practices in dual immersion programs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An investigation of culturally competent qualities and effective leadership practices in dual immersion programs./
Author:	Raubvogel, Tami Girsky.
Description:	158 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
Contained By:	Dissertation Abstracts International77-08A(E).
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10085668
ISBN:	9781339590936

An investigation of culturally competent qualities and effective leadership practices in dual immersion programs.
Raubvogel, Tami Girsky.

An investigation of culturally competent qualities and effective leadership practices in dual immersion programs. - 158 p.

Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.

Thesis (Ed.D.)--Fielding Graduate University, 2016.

Research has suggested that dual immersion programs play a large part in closing the achievement gap between advantaged and disadvantaged students. The research has also indicated that one important factor that contributes to the success of an immersion program, as well as to the success of most schools, is the school leader. This finding raises the question: Are there specific qualities and skills that are necessary for leaders that help them create and maintain a successful dual immersion school?

ISBN: 9781339590936Subjects--Topical Terms:

529436
Educational leadership.

An investigation of culturally competent qualities and effective leadership practices in dual immersion programs.
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100 1 $a Raubvogel, Tami Girsky. $3 3186619
245 1 3 $a An investigation of culturally competent qualities and effective leadership practices in dual immersion programs.
300 $a 158 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
500 $a Adviser: Anna DiStefano.
502 $a Thesis (Ed.D.)--Fielding Graduate University, 2016.
520 $a Research has suggested that dual immersion programs play a large part in closing the achievement gap between advantaged and disadvantaged students. The research has also indicated that one important factor that contributes to the success of an immersion program, as well as to the success of most schools, is the school leader. This finding raises the question: Are there specific qualities and skills that are necessary for leaders that help them create and maintain a successful dual immersion school?
520 $a School leaders of dual immersion programs have the added expectation of creating a learning environment that promotes academic success among all children and at the same time fostering a sense of community, belonging, and pride in one's own culture.
520 $a In my dissertation, I examined the viewpoints of three stakeholder groups -- teachers, Latino and non-Latino parents, and administrators -- to determine what all three groups believe to be the most important culturally competent qualities and best leadership practices of leaders in dual immersion schools. A triangulation method, whereby similar questions were asked of all three stakeholder groups, was used to ensure that the results were comprehensive and well-developed.
520 $a One consistent finding pointed to the importance of building strong relationships and making connections with all students, parents, and teachers. Although other practices and qualities were mentioned by one or two of the groups, building relationships was the only quality on which all three stakeholders agreed. I used the findings of the study to create a professional development rubric for leaders in dual immersion programs to use as a tool to reflect on how the whole community ranks the cultural qualities and leadership practices of the school. The rubric provides a framework by which schools can assess their efforts. Nevertheless, if we want leaders to be more effective, merely identifying what teachers and parents think about the school is not enough. Consistent professional development opportunities, where school leaders can foster and build their own strong relationships with colleagues and peers, are essential.
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