Do Years of Experience and Hours of Training Really Matter? Investing in School Leaders' Efficacies and English Learners' Language Development

Autor/inn/en	Moreno-Recio, Pilar; Orange, Amy; Corrales, Antonio; Lastrapes, Renee
Titel	Do Years of Experience and Hours of Training Really Matter? Investing in School Leaders' Efficacies and English Learners' Language Development
Quelle	In: AASA Journal of Scholarship & Practice, 15 (2018) 3, S.32-52 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Experience; Administrators; Language Teachers; English (Second Language); Self Efficacy; English Language Learners; Urban Schools; Administrator Attitudes; Administrator Effectiveness; Elementary Secondary Education; Preschool Education; Bilingual Education; Training; Central Office Administrators; School Administration; Texas + Suchen Sie Ihr Suchwort? Erfahrung; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Self-efficacy; Selbstwirksamkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Pre-school education; Vorschulerziehung; Bilingual teaching; Bilingualer Unterricht; Ausbildung
Abstract	This study examined if there were differences between central office administrators', school administrators', and bilingual and English as a second language (ESL) teachers' efficacies when controlling for years of experience with bilingual/ESL classrooms and hours of training on the English language proficiency standards (ELPS). Data from a purposeful sample of 150 school leaders in an urban school district in Texas were examined. Face-to-face interviews captured school leaders' perceptions about the ELPS and the Texas English Language Proficiency Assessment System (TELPAS) implementation in bilingual/ESL classrooms. Quantitative results indicated that school leaders' hours of ELPS training influenced leaders' efficacies. Leaders' perceptions revealed the benefits of the ELPS and TELPAS, but there was a need for differentiated instruction and school ELPS and TELPAS instructional advocacy. Recommendations included district strategic planning to meet the needs of all learners and leaders. (As Provided).
Anmerkungen	AASA, The School Superintendent's Association. 1615 Duke Street, Alexandria, VA 22314. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01