東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Principals' Perceptions of Their Preparedness to Lead and Educate English Language Learners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Principals' Perceptions of Their Preparedness to Lead and Educate English Language Learners./
作者:	Kopp, Kandice Jean.
其他作者:	Valery Babolat, Sebastien Bernard,
面頁冊數:	1 online resource (121 pages)
附註:	Source: Dissertations Abstracts International, Volume: 81-12, Section: A.
Contained By:	Dissertations Abstracts International81-12A.
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27993864click for full text (PQDT)
ISBN:	9798641001906

Principals' Perceptions of Their Preparedness to Lead and Educate English Language Learners.
Kopp, Kandice Jean.

Principals' Perceptions of Their Preparedness to Lead and Educate English Language Learners. - 1 online resource (121 pages)

Source: Dissertations Abstracts International, Volume: 81-12, Section: A.

Thesis (Ed.D.)--Saint Louis University, 2020.

Includes bibliographical references

Throughout the last decade, the English Language Learner (ELL) population in Missouri public schools has increased exponentially. Previous studies have demonstrated this particular student population is part of a minority group that exhibits a gap in academic achievement. The team set out to understand if any effort or progress has been made in school leadership to support these students, and reduce the achievement gap in comparison to their English-proficient peers. The study researches the perception of building leaders to be prepared to lead and educate ELL students. The study duplicated the research conducted by Miles, Mitchell, and McCann (2009). Similar questions were asked to examine the perception of preparedness of building principals to draw a comparison a decade in the future. The survey was sent to 2,042 building principals across the State of Missouri. Sixty-seven individuals responded to the survey, representing leaders in education at elementary, middle, and high school levels. The survey inquired about the perception of building principals, regarding meeting the needs of ELL students, and if any professional development or training was provided to the school leader or to the teachers in the building. A descriptive statistical analysis was employed to analyze the quantitative survey data. Survey data was compared to that of McCann, Miles, and Mitchell (2009), identifying the variation in the data from 2009 to 2019. No substantial changes were indicated in the data compared to the study from 2009. Leaders do not feel prepared to meet the needs of the ELL population, even as leadership training for diverse students seems to increase. Moreover, there is still a lack of preparedness in supporting the teachers educating ELL students. Four recommendations are provided to improve ELL leadership: (1) increase training for teachers and educational leaders in all aspects of ELL instruction; (2) leverage the authority of state-level educational agencies to develop an implementation model for schools with high populations of ELL students; (3) increase partnerships with the families of ELL students; and, (4) provide all staff members sensitivity training to assist in the reduction of cultural gaps.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798641001906Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Educational leadershipIndex Terms--Genre/Form:

542853
Electronic books.

Principals' Perceptions of Their Preparedness to Lead and Educate English Language Learners.
LDR:03617nmm a2200397K 4500 001 2361188
005 20231023072106.5
006 m o d
007 cr mn ---uuuuu
008 241011s2020 xx obm 000 0 eng d
020 $a 9798641001906
035 $a (MiAaPQ)AAI27993864
035 $a AAI27993864
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Kopp, Kandice Jean. $3 3701841
245 1 0 $a Principals' Perceptions of Their Preparedness to Lead and Educate English Language Learners.
264 0 $c 2020
300 $a 1 online resource (121 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 81-12, Section: A.
500 $a Advisor: Lea, Dennis.
502 $a Thesis (Ed.D.)--Saint Louis University, 2020.
504 $a Includes bibliographical references
520 $a Throughout the last decade, the English Language Learner (ELL) population in Missouri public schools has increased exponentially. Previous studies have demonstrated this particular student population is part of a minority group that exhibits a gap in academic achievement. The team set out to understand if any effort or progress has been made in school leadership to support these students, and reduce the achievement gap in comparison to their English-proficient peers. The study researches the perception of building leaders to be prepared to lead and educate ELL students. The study duplicated the research conducted by Miles, Mitchell, and McCann (2009). Similar questions were asked to examine the perception of preparedness of building principals to draw a comparison a decade in the future. The survey was sent to 2,042 building principals across the State of Missouri. Sixty-seven individuals responded to the survey, representing leaders in education at elementary, middle, and high school levels. The survey inquired about the perception of building principals, regarding meeting the needs of ELL students, and if any professional development or training was provided to the school leader or to the teachers in the building. A descriptive statistical analysis was employed to analyze the quantitative survey data. Survey data was compared to that of McCann, Miles, and Mitchell (2009), identifying the variation in the data from 2009 to 2019. No substantial changes were indicated in the data compared to the study from 2009. Leaders do not feel prepared to meet the needs of the ELL population, even as leadership training for diverse students seems to increase. Moreover, there is still a lack of preparedness in supporting the teachers educating ELL students. Four recommendations are provided to improve ELL leadership: (1) increase training for teachers and educational leaders in all aspects of ELL instruction; (2) leverage the authority of state-level educational agencies to develop an implementation model for schools with high populations of ELL students; (3) increase partnerships with the families of ELL students; and, (4) provide all staff members sensitivity training to assist in the reduction of cultural gaps.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 529436
650 4 $a Educational administration. $3 2122799
650 4 $a English as a second language. $3 516208
653 $a Educational leadership
653 $a English language learners
653 $a Equity
653 $a Missouri
653 $a Principals
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0441
690 $a 0449
690 $a 0514
700 1 $a Valery Babolat, Sebastien Bernard, $e author. $3 3701842
700 1 $a McCrary, Pei Chen, $e author. $3 3701843
700 1 $a Polanin, Bradley John, $e author. $3 3701844
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Saint Louis University. $b Educational Leadership. $3 2097872
773 0 $t Dissertations Abstracts International $g 81-12A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27993864 $z click for full text (PQDT)