An Investigation of System and School Leaders' Promotion of Advanced Literacy Skills to Enhance Instruction for English Language Learners

Autor/in	Perez-Medina, Lucia
Titel	An Investigation of System and School Leaders' Promotion of Advanced Literacy Skills to Enhance Instruction for English Language Learners
Quelle	(2018), (128 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Sage Graduate School
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4389-3484-9
Schlagwörter	Hochschulschrift; Dissertation; English Language Learners; Instructional Leadership; Leadership Styles; School Districts; Urban Schools; Principals; Elementary Schools; Literacy Education; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Accountability; 21st Century Skills; Language Proficiency; Academic Achievement; Achievement Gap; Acceleration (Education); Equal Education; Advanced Courses; Access to Education; New York (New York) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Instruction; Leadership; Bildung; Erziehung; Führung; Führungsstil; School district; Schulbezirk; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Principal; Schulleiter; Elementary school; Grundschule; Volksschule; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Verantwortung; Language skill; Language skills; Sprachkompetenz; Schulleistung; Acceleration; Beschleunigung; Fortgeschrittenenunterricht; Education; Access; Zugang; Bildungszugang
Abstract	There are over 5 million English language learners (ELLs) in the United States public schools; this is an increase of over 50% in the last decade (Cook, Boals and Lundberg, 2011, p.66). With current mandates, greater accountability on school districts, states are feeling a sense of urgency to support successful learning outcomes for ELLs. The purpose of this study was to investigate leadership practices among principals in the New York City Department of Education public elementary schools. The researcher explored to what extent school leaders who serve a large number of ELLs (n > 20%) in a large urban school district promote advanced literacy skills to enhance instruction for ELLs. This research focused on the problem school leaders' face in addressing the increase of ELL population and 21st-century literacy demands rise in proficiency bar for what it means to be "literate". The study addressed the achievement gap between ELLs and their peers and examined the supports school leaders put in place to support teachers in advancing ELLs' language and literacy instruction. The first finding is the importance of providing multiple opportunities for students to interact with each other in rich tasks using all four modalities as a best instructional practice for ELLs. Another finding is the importance of accelerating or amplifying instruction rather than remediating learning as a best practice to enhance learning for ELLs. Several other findings include immersing students in culturally responsive learning environments to cultivate language and knowledge, ensuring equity for all learners and the importance for ELLs to be exposed to curricula that support 21st-century readiness. This research is intended to support leaders in understanding best strategies and/or protocols that school leaders can utilize to support advanced literacy instruction for ELLs to positively impact their achievement. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01