Educational Leadership and Management: Academic and Cultural Diversity Development of High School Teachers and English Learners

Autor/in	Martinez-Lara, Harriett
Titel	Educational Leadership and Management: Academic and Cultural Diversity Development of High School Teachers and English Learners
Quelle	(2022), (166 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, St. Thomas University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-2823-0
Schlagwörter	Hochschulschrift; Dissertation; Instructional Leadership; English Language Learners; High School Students; Teaching Methods; Language Usage; Classroom Observation Techniques; Cultural Awareness; Student Diversity; Cultural Pluralism; Educational Administration; High School Teachers; Academic Achievement; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Instruction; Leadership; Bildung; Erziehung; Führung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Cultural identity; Kulturelle Identität; Kulturpluralismus; Bildungsverwaltung; Schuladministration; Schulverwaltung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Schulleistung
Abstract	English Learners (ELs) are students whose native language is any language other than English. ELs participate in language acquisition programs throughout the United States to help the attainment of English proficiency. ELs are also expected to acquire the English language while performing at the same academic success as their native English classmates (Echevarria et al., 2017). High school teachers of English Learners (EL) of an urban high school in the Southeastern region of Texas raised concerns regarding ELs not becoming proficient in the English language and not exiting the EL program enabling ELs to be mainstreamed into the regular classroom population. The purpose of this proposed study was to explore the academic development of high school ELs and to explore whether high school teachers felt sheltered instruction (SIOP model) and being culturally sensitive to EL students contributed to the linguistic and academic development of ELs. It is unknown in the research proposal whether the implementation of the SIOP had a significant effect on the academic development of high school ELs and if high school teachers were implementing EL instructional strategies with cultural sensitivity and fidelity. [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