Download or read book A Comparative Analysis of Instructional Leadership Practices of Bilingual bicultural and Monolingual monocultural Elementary Principals in Schools with Large Populations of Hispanic Students written by Victor Palmer and published by . This book was released on 2000 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Excellence in Bilingual Education written by Peeter Mehisto and published by Cambridge University Press. This book was released on 2012-04-05 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: A collaborative series with the University of Cambridge Faculty of Education highlighting leading-edge research across Teacher Education, International Education Reform and Language Education. Produced with University of Cambridge International Examinations, this is a practical guide to support school principals in the implementation of bilingual education, and to help schools with an existing bilingual programme to evaluate and improve their practice. This is the first guide to focus on the development and organisation of a bilingual education programme from the perspective of the school principal. The book suggests how the major stakeholders - principal, teachers, students and parents - can work together effectively as a cohesive team. Drawing on best practice and research, it includes perspectives from school managers and teachers around the world.
Download or read book Leadership for Culturally and Linguistically Responsive Schools written by Martin Scanlan and published by Routledge. This book was released on 2014-11-13 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: Leadership for Culturally and Linguistically Responsive Schools explores how schools can cultivate students’ linguistic and cultural proficiencies, provide students with a rich and challenging learning environment, and ensure that students are socioculturally integrated. Containing special features such as Storyboxes to detail specific cases of how school leaders put theory into practice, and integrated exercises to provide launching points for critical dialogue and help readers make connections to their own contexts, this book brings together research from the field of bilingual education and school improvement to provide a strong theoretical and research framework as well as best practices for supporting all students. Authors Scanlan and López provide aspiring and practicing leaders the guidance to lead, organize, and support their schools to effectively serve linguistically and culturally diverse students. A Companion Website includes exercises from the book available for download and modification and a blog focused on emerging research and effective practices.
Download or read book The Cultural Growth Mindset of Elementary School Principals and Their Influence on the Academic Achievement of Hispanic English Learners written by Jane Torres Clark and published by . This book was released on 2020 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: A growing population, Hispanic English learners enrolling in our schools are struggling academically. Learning gaps begin to surface for Hispanic English learners at the elementary level (Grasparil & Hernandez, 2015, Umansky & Reardon, 2014; Gandara, 2012; Genesee, Lindholm-Leary, Saunders, & Christian, 2005). Increasing the level of academic success of Hispanic English learners is a national imperative. The role of the principal has been linked to student success since, through their beliefs and behaviors, principals construct conditions in their schools that shape student learning (Supovitz, Sirinides, & May, 2010; Marks & Printy, 2003; Chrispeels, 1992). Grounded in a strengths-based theoretical construct--cultural growth mindset, positive school leadership, and strengths-based instructional leadership--this case study was organized under a mixed-methods sequential explanatory research design to answer one overarching question and two sub-questions. Two elementary school principals from schools with high populations of English learners were studied. This study explores teacher perceptions of principal behaviors, and principal leadership practices with teachers directly influencing the academic performance of Hispanic English learners. Phase One included an analysis of quantitative results from a survey administered to 35 teachers, 19 from one school, and 16 from the other. In Phase Two, qualitative data contributed to the research as a narrative unfolding through the interviews and observations of the principal participants, a teacher focus group at one school, and a school counselor at the other. Significant themes emanating from this case study were principals' high learning expectations and a strong belief in students' ability to succeed. Students' first language was considered an asset and students' diverse backgrounds were valued. In addition to strong parental involvement, student emotional well-being was a priority. Principals supported teacher collaboration and demonstrated high trust in teachers' ability to impact the learning of Hispanic English learners. Collection and analysis of key student data was a principal practice. Integration and interweaving of cultural growth mindset, positive school leadership and strengths-based instructional leadership were essential lenses to fully understand the achievement gains made by the students. The implications this case study presents for educational research, policy, equity, and social justice are discussed. Limitations of the study are addressed. Keywords: achievement gap, cultural growth mindset, effective schools, elementary schools, equity, learning, opportunity gap, positive school leadership, strength-based instructional leadership, Hispanic English learners, principals, school leadership, social justice.
Download or read book Language Culture and Resistance as Resource written by Terri L. Rodriguez and published by . This book was released on 2007 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Situational Context of Education written by Mar¡a Estela Brisk and published by Routledge. This book was released on 2004-05-20 with total page 297 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book gives educators important answers to the urgent question of how teachers and schools can facilitate language minority and immigrant students' progress in school. It offers an innovative and powerful method teachers and students can use to study the situational context of education, providing both the theoretical background and the practical tools to implement this approach. The situational context of education includes linguistic, economic, social, cultural, and political factors, as well as conditions, such as students' personal characteristics, family support, and quality of instruction. All of these factors influence the lives of students and their academic performance and contribute in many ways, some subtle and indirect, to making the educational experience more or less difficult for different students. The premise of the book is that objective study of the situational context of education by both students and teachers is beneficial because it leads to a more realistic view of how to facilitate students' progress in school. Designed as a text for graduate courses for preservice and in-service teachers working with students in bilingual, ESL, mainstream, and special education classrooms, the goal is to engage readers in learning not only from the literature but also from studying the situational contexts of their own students. The focus here is on the factors that affect language minority and immigrant students in the United States, but the framework is equally powerful for work with student populations in other social contexts. *The Introduction includes an overview of the theory behind the study of the situational context of education and the implementation of this approach; describes the context of the pilot lessons included in the book; and explains how to use the lessons detailed in later chapters. *Chapters 2-6 focus on different factors in the situational context of education: linguistic, economic, social, cultural, and political. A three-part structure is used: "Classroom Implementation" (a rich description of one lesson in a real classroom); "Context Variables" (a theoretical explanation of the specific factor the chapter addresses, providing the research basis for the sample lesson objectives ); "Doing Analysis of the Context" (several sample lessons for implementation). The lessons are addressed to the teacher, with detailed ideas on how to carry out the lesson and evaluate the students' understanding of the situational context. *Five Appendices provide helpful resources for the implementation of the lessons: an Annotated bibliography of relevant K-12 children's literature; Instructional Approaches; Scoring Rubrics for Content Objectives; Guidelines for a Contrastive Study of Situational Context; and Lesson Template. The lessons have been thoroughly field-tested with students and teachers. Because these lessons work on multiple levels, Situational Context of Education: A Window Into the World of Bilingual Learners benefits students from first grade through preservice and in-service teachers in university courses. Teachers get to know their students and their predicaments within the social context of the United States, and at the same time, the lesson activities have a great impact on the students in their classes. All are helped to achieve academically while gaining awareness of situational factors affecting their lives.
Download or read book Dual Language Bilingual Education written by Kathryn I. Henderson and published by Multilingual Matters. This book was released on 2020-04-15 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores the role of the teacher in dual language bilingual education (DLBE) implementation in a time of nationwide program expansion, in large part due to new and unprecedented top-down initiatives at state and district level. The book provides case studies of DLBE teachers who: (a) implemented the DLBE model with fidelity; (b) struggled to implement the DLBE model; and (c) adapted the DLBE model to meet the needs of their local classroom context. The book demonstrates the way teachers as language policymakers navigate and interpret district-wide DLBE implementation and the tensions that surface through this process. The research, conducted over four years using a variety of methods, highlights the challenges and opportunities faced by teachers implementing DLBE, and will be of interest to both teachers and administrators of DLBE programs as well as scholars working in bilingual education.
Download or read book Language Culture and Power written by Lourdes Diaz Soto and published by SUNY Press. This book was released on 1997-01-01 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: Provides insights into the impact that eliminating bilingual education programs has on the lives of families and communities. Persuasively argues that linguistic repression is an unwise language policy for a democratic nation.
Download or read book Language Ethnicity and the Schools written by Noel Epstein and published by . This book was released on 1978 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Bilingual Education written by María Estela Brisk and published by Routledge. This book was released on 2006-04-21 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt: This textbook for bilingual educators presents research-based guidelines and examples for implementing quality bilingual education.
Download or read book A Comparative Analysis of Evaluative Theory and Practice for the Instructional Component of Bilingual Programs written by Amelia Cirilo Medina and published by . This book was released on 1975 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparative Study of Attitudes of Bilingual bicultural and Bilingual monocultural Teachers Towards the Mexican American Culture in Selected Bilingual Programs in Michigan written by Margarita Ortiz-Miller and published by . This book was released on 1983 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Leadership Characteristics of Principals with Successful High Poverty Hispanic Students written by Shrone Yvette Blackwell and published by . This book was released on 2011 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Principals are becoming the instructional leaders in their buildings. Researchers of numerous studies on leadership have provided research-based conclusions about successful principals that effectively influence student learning with the challenges of diversity and accountability. Substantive research findings on school leadership support the claim that principal leadership is instrumental to student achievement. Researchers and the principal participants in this study agree that the teacher is the most powerful indicator of student success in any classroom. Researchers also found that the principal's leadership in high poverty schools make a difference in teaching and learning. Using a mixed method descriptive research design, the researcher studied leadership characteristics of four Georgia elementary school principals from one metropolitan school district. The participating principals have consistently met the accountability demands of the No Child Left Behind Act of 2001. These four elementary schools have a high population of high poverty Hispanic students. The mixed methods research design was utilized for this study because it provided useful descriptive statistics from the quantitative surveys, while the qualitative interviews provided a means for in-depth exploration of the characteristics of the principals. The collections of data were obtained from surveys and interviews. Each teacher and principal was given a survey to evaluate the leadership characteristics of the principal. Additionally the teachers were given three open ended questions. After analyzing the data from the surveys the researcher conducted in-depth semi--structured interviews with each principal. As a result of this study, two overarching themes emerged: 1) awareness of needs and 2) allocation of resources to meet those needs. Furthermore, these two themes have four subthemes: 1) high expectations for student learning, 2) parental involvement, 3) literacy focus, and 4) teacher professional development. These themes were characteristic of the participating principals in the study and deemed influential on student achievement. This study furnishes a description of the leadership characteristics of principals with a high population of Hispanic students, a high rate of poverty, and who consistently make AYP. The candid expressions of these principals as to what works in their schools to increase the achievement of their students serves as a meaningful contribution to the body of knowledge in the field of educational leadership.
Download or read book The Effectiveness of Traditional Vs Developmental Bilingual Programs Within the Same Large Urban Texas School District written by Javier Villarreal and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: District and school-based administrators are faced with the challenge of responding to strict legislative demands, dealing with the coupling effect of increasing necessities and decreasing budgets, while at the same time, keeping up with educational reform and increasing student achievement. "High-stakes" testing is the primary method through which student achievement is measured, and research findings indicate that there is a disproportionate impact of testing on minority children and how it denies them the right to an adequate education. With the Hispanic population growing at a rapid pace, meeting the needs of English language learners (ELLs) is key. The purpose of this research was to provide research and data examining the effectiveness of the Traditional bilingual program and the Developmental bilingual program in terms of academic success on the fifth-grade Texas Assessment of Knowledge and Skills (TAKS) Reading and Mathematics scores amongst eight elementary schools in a large urban school district. In addition, this study sought to define the effectiveness of bilingual education by examining the experiences, knowledge, and perceptions of principals who were involved in bilingual programs at their schools. Data was collected through a mixed-methods research approach. Subsequently quantitative data was obtained through archival test scores from selected students in a large urban school district, while the qualitative portion was conducted via structured, open-ended interviews with principals. The findings support that students served under the Developmental bilingual program outperform students served under the Traditional bilingual program on the fifth-grade TAKS Reading and TAKS Math assessments. This study's findings also provided some significance to existing literature supporting bilingual education in terms of students with strong native-language proficiency are more likely to develop greater English proficiency, and native language instruction bolsters English language learners' academic success.
Download or read book A Descriptive and Comparative Analysis of Elementary School Principals Leadership Styles in Implementing the Effective Schools Correlates in a Sub district of the Chicago Public Schools written by Velma Rochelle Wilson and published by . This book was released on 1992 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reaching New Horizons written by Jaime A. Castellano and published by Allyn & Bacon. This book was released on 2002 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: This user-friendly text offers a comprehensive overview at the interface between bilingual/multicultural/ESL education and gifted education. Reaching New Horizons is the first book of its kind. Written by nationally recognized and award-winning leaders in both gifted and bilingual education, the authors have collaborated to create a book that bridges research and practice and has far-reaching implications for educators at all levels as culturally and linguistically diverse students continue to impact public education. The book includes chapters on program delivery models (Ch. 6), bilingualism (Ch. 3), and identification and assessment (Ch. 5)-all topics that have come into the forefront of issues faced by bilingual and gifted education teachers of grades K-12. For educators in bilingual and ESL studies, as well as special educators.
Download or read book A Case Study of Contextual Factors which Influence the Implementation of a Model Bilingual Program written by Elizabeth Jane Franks and published by . This book was released on 2012 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: The political landscape of No Child Left Behind Act (NCLB) created a sense of urgency about the performance of the growing population of English learners. As a result, emerging studies examined the characteristics of principals' and teachers' practices in exemplary schools and model programs for English learners. However, no studies have examined the larger contextual framework which impacts these model programs for English learners. This dissertation study identified contextual factors that influenced the implementation of a model transitional bilingual program through the lenses of various stakeholders at all levels of one educational community. From the national perspective to the socio-cultural features and responses at the district level, to the background experiences and practices of the school leaders, this case study, completed over a twelve month period, triangulated data through interviews, observations and documents. A conceptual framework guided the initial data analysis followed with the identification of emerging patterns. The data indicated three major factors which shaped the implementation of a model bilingual program: political landscape, the district instructional leadership which shaped the principals' interactions. First, the standards movement and accountability measures of the NCLB Act (2002) surfaced as a major catalyst at all levels. This legislation motivated this district to align standards, instruction and assessment to improve outcomes while pressuring principals to focus on test results (Honig, Copland, Rainey, Lorton & Newton, 2010; Johnson & Chrispeels, 2010). Accordingly, relational and structural organizations emerged as key factors in supporting the teaching and learning process (Johnson & Chrispeels, 2010). As district supervisors aligned the curriculum for all learners and provided consistent professional development, a knowledgeable bilingual director designed and supervised the district-wide bilingual program. Expert bilingual staff integrated initiatives throughout the system while maintaining the philosophical integrity of the bilingual program (Darling-Hammond et al., 2005; Griego-Jones, 1995). Finally, the principals' cultural responsiveness and collaborative leadership styles influenced their interactions with school and community members (Carranza, 2010; Murphy, Elliott, Goldring & Porter, 2006). In summary, all district and school level administrators assumed responsibility for specific features of the bilingual program while all bilingual personnel expanded their responsibilities to implement district-wide initiatives.
