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A Case Study of the Roles of Princip...

Hong, Nancy Kim.

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A Case Study of the Roles of Principals in Dual Language Immersion Programs.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Case Study of the Roles of Principals in Dual Language Immersion Programs./
作者:	Hong, Nancy Kim.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	329 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
Contained By:	Dissertation Abstracts International79-05A(E).
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10685458
ISBN:	9780355574876

A Case Study of the Roles of Principals in Dual Language Immersion Programs.
Hong, Nancy Kim.

A Case Study of the Roles of Principals in Dual Language Immersion Programs. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 329 p.

Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.

Thesis (Ed.D.)--University of Southern California, 2017.

The purpose of this study was to identify the characteristics and practices of reputably effective principals of Dual Language Immersion Programs and how they specifically support and sustain these productive programs at their school sites. Additionally, the study sought to explore how the principals of Dual Language Immersion Programs promote a climate of bilingualism and cross-cultural understanding within their school communities. A qualitative case study was conducted in two school districts in California where Dual Language Immersion Programs have been successfully implemented across multiple sites. The findings were gathered through extensive individual interviews with principals, teachers, and district-level administrators in each district.

ISBN: 9780355574876Subjects--Topical Terms:

529436
Educational leadership.

A Case Study of the Roles of Principals in Dual Language Immersion Programs.
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520 $a Three broad themes surfaced from the data. The first theme was that principals of Dual Language Immersion Programs are made of courage. They are called to be steadfast visionaries, an upholder of high expectations, and a risk taker. The second theme that emerged was that principals of Dual Language Immersion Programs must consciously connect with others and connect people together. They must possess an inclusive mindset, bridge two differing worlds together, and partner with parents. The third theme looked at the context in which the principals worked, examining the administrative support, professional development, resources, and connections their respective districts offered. The findings of this study revealed that while principals of Dual Language Immersion Programs simultaneously employ the tenets of both transformational and instructional leadership, they also depend on working with district partners, parents, and all of the school staff to create a cohesive environment where all students can thrive.
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