Beliefs and Actions of Superintendents Related to the Development of Cultural Responsiveness in Principals to Support the Needs of English Language Learners

Autor/in	Beato, Chastity
Titel	Beliefs and Actions of Superintendents Related to the Development of Cultural Responsiveness in Principals to Support the Needs of English Language Learners
Quelle	(2022), (173 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Sage Graduate School
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-2465-3
Schlagwörter	Hochschulschrift; Dissertation; English Language Learners; Superintendents; Administrator Role; Administrator Attitudes; Principals; Culturally Relevant Education; Student Needs; Public Schools; Leadership Styles; Cultural Relevance; New York + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulrat; Principal; Schulleiter; Public school; Öffentliche Schule; Führungsstil
Abstract	As the population of ELLs continues to increase, so do the mandates to address the achievement gap of this diverse population. While there is a consensus on the importance of improving the academic achievement of ELLs (Elfers & Stritikus, 2014; Russell, 2018; Sua´rez-Orozco et al., 2008) and there is growing research reinforcing the needs for supporting teachers of ELLs (Elfers & Stritikus, 2014; Hopkins et al., 2019; Russell, 2018), there is limited research available regarding the leadership actions of superintendents that support building principals in meeting the diverse, cultural, and linguistic instructional needs of ELLs. This qualitative, comparative case study explored the beliefs and actions of superintendents in supporting principals in their development of cultural responsiveness to support the needs of ELLs. The participants in the study were the superintendent, building and district leaders from the three public school districts with an ELL population equal to or greater than the 9% state average (NYSED, 2021a) in the Hudson Valley Region of New York State. This research was explored through the lens of the four principles of the "Culturally Responsive-Sustaining Education (CR-SE) Framework" (NYSED, 2018). The findings that resulted from this study suggested the districts in this study had evidence of implementing some culturally responsive leadership practices related to ELLs as it applied to each of the four principles of the "CR-SE Framework" (NYSED, 2018). However, there were pockets of the recommendations provided in the "CR-SE Framework" with inconsistent application of the four principles in the three sites. The need to provide professional learning, human, and fiscal support to building leaders in order to cultivate responsive leadership practices to meet the needs of ELLs in their schools is clear. Finally, there is a need for a systemic approach that includes creating and monitoring subgroup-specific achievement target goals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01