Elementary and Middle School Administrators' Decisions about Professional Development for Bilingual Educators

Autor/in	Montalvo, Enid
Titel	Elementary and Middle School Administrators' Decisions about Professional Development for Bilingual Educators
Quelle	(2022), (210 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7906-4644-7
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Middle School Teachers; Teacher Attitudes; English Language Learners; Bilingual Teachers; Faculty Development; Hispanic American Students; Reflective Teaching; Teaching Methods; Academic Achievement; School Districts; Educational Needs; Instructional Effectiveness; Best Practices; Administrator Attitudes; Decision Making + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrerverhalten; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; School district; Schulbezirk; Educational need; Bildungsbedarf; Unterrichtserfolg; Decision-making; Entscheidungsfindung
Abstract	K-8 school administrators are expected to provide professional development (PD) to bilingual teachers that will enhance instructional practices. PD is an important factor that may lead to student academic achievement. However, it was unclear in what ways K-8 administrators provided PD for bilingual teachers to enhance instructional practices for Latino English-language learners (ELL). The purpose of this basic qualitative study was to explore how K-8 administrators used reflective practices to identify ELL-focused PD for bilingual teachers within two Midwestern school districts. The conceptual framework for the current study was Schon's theory of reflective practice. The guiding questions asked how K-8 school administrators perceived their responsibility in identifying ELL-focused PD and what reflective practices K-8 ELL administrators used to build knowledge concerning PD training needed to enhance ELL instructional strategies for bilingual teachers. Data were collected using semistructured interviews from a purposeful sample of six K-8 school administrators. Open and pattern coding were used to analyze the data to identify patterns and themes. Findings suggest that school leaders must purposefully address PD requirements for bilingual teachers by applying reflecting procedures for (a) best practices, (b) leadership practices, and (c) cultural responsiveness. It is recommended that district administrators encourage principals to use reflective practices when choosing PD for bilingual teachers. Findings from this study may inspire positive social change by providing ways K-8 administrators may improve the PD decision-making processes used to support bilingual teachers who ultimately influence the academic achievement of ELL students. [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