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Equal education: School leaders supp...

Lezama, Silvia M.

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Equal education: School leaders support of English language learners' academic success.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Equal education: School leaders support of English language learners' academic success./
作者:	Lezama, Silvia M.
面頁冊數:	164 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
Contained By:	Dissertation Abstracts International76-07A(E).
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3662516
ISBN:	9781321636758

Equal education: School leaders support of English language learners' academic success.
Lezama, Silvia M.

Equal education: School leaders support of English language learners' academic success. - 164 p.

Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.

Thesis (Ed.D.)--California State University, Fullerton, 2014.

From a critical race theory perspective, this study examined how leaders in a California public school district support English language learners (ELLS) while implementing Proposition 227, a policy that strengthened the structures of inequality by imposing English as the language of instruction. The problem this study addressed was the effect Proposition 227 has had on school leaders' capacity to support the needs of ELLs. A qualitative multiple-case study, this study examined inconsistencies among tiers of leadership with regard to support systems for ELLs, irregular monitoring practices, and a lack of language resources. These findings also reveal a focus on oral and academic language development and outline professional development and review of ELLS' data as best practices.

ISBN: 9781321636758Subjects--Topical Terms:

529436
Educational leadership.

Equal education: School leaders support of English language learners' academic success.
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245 1 0 $a Equal education: School leaders support of English language learners' academic success.
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500 $a Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
500 $a Adviser: Daniel Choi.
502 $a Thesis (Ed.D.)--California State University, Fullerton, 2014.
520 $a From a critical race theory perspective, this study examined how leaders in a California public school district support English language learners (ELLS) while implementing Proposition 227, a policy that strengthened the structures of inequality by imposing English as the language of instruction. The problem this study addressed was the effect Proposition 227 has had on school leaders' capacity to support the needs of ELLs. A qualitative multiple-case study, this study examined inconsistencies among tiers of leadership with regard to support systems for ELLs, irregular monitoring practices, and a lack of language resources. These findings also reveal a focus on oral and academic language development and outline professional development and review of ELLS' data as best practices.
520 $a This study employed nine semistructured interviews. Analysis is presented through a tiered leadership model that includes perceptions from board members, district administrators, and school principals. This study is vital to informing the literature on how leaders understand instruction for ELLs and implement support services in public schools.
590 $a School code: 6060.
650 4 $a Educational leadership. $3 529436
650 4 $a English as a second language. $3 516208
650 4 $a Language. $3 643551
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