How School and District Leaders Support Classroom Teachers' Work with English Language Learners

Autor/inn/en	Elfers, Ana M.; Stritikus, Tom
Titel	How School and District Leaders Support Classroom Teachers' Work with English Language Learners
Quelle	In: Educational Administration Quarterly, 50 (2014) 2, S.305-344 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X13492797
Schlagwörter	School Districts; English Language Learners; Qualitative Research; Case Studies; Interviews; Observation; Classroom Techniques; Faculty Development; Instructional Leadership; Instructional Effectiveness; Educational Quality; Academic Achievement; Sociocultural Patterns; Elementary School Teachers; Secondary School Teachers; Superintendents; Principals; Administrator Attitudes; Teacher Attitudes; Data Analysis; Instructional Improvement; Teacher Administrator Relationship; Educational Administration; English (Second Language); Second Language Learning; Washington + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Qualitative Forschung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Beobachtung; Klassenführung; Instruction; Leadership; Bildung; Erziehung; Führung; Unterrichtserfolg; Quality of education; Bildungsqualität; Schulleistung; Soziokulturelle Theorie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schulrat; Principal; Schulleiter; Lehrerverhalten; Auswertung; Unterrichtsqualität; Bildungsverwaltung; Schuladministration; Schulverwaltung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	Purpose: This study examines the ways in which school and district leaders create systems of support for classroom teachers who work with linguistically diverse students. We attempt to uncover the intentional supports leaders put in place for classroom teachers and how this may be part of a broader teaching and learning effort. Research Design: Through a qualitative case study of four districts serving different populations of English Learner (EL) students, we examine school and district leadership actions aimed at helping teachers provide instruction that is responsive to EL learning needs. In each of the four districts, three schools were chosen for in-depth analysis. Through interviews, classroom observations, and document analyses, we highlight the efforts of school and district leaders to bring about instructional change. Findings: The findings from this study are organized around five central themes. These themes include (1) resolving fragmentation by focusing on high-quality instruction, (2) creating a productive blend of district- and school-level leadership initiatives, (3) communicating a compelling rationale, (4) differentiating support systems at elementary and secondary levels, and (5) using data for instructional improvement. This study extends research on the role of school and district leaders in supporting classroom teachers' work with second language learners. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10