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عنوان
Administrators' Perceptions of Transitioning Second Language Learners into the Mainstream Classroom

پدید آورنده
Devia, Lydia Medina

موضوع
Bilingual education,Curriculum development,Educational leadership

رده

کتابخانه
Center and Library of Islamic Studies in European Languages

محل استقرار
استان: Qom ـ شهر: Qom

Center and Library of Islamic Studies in European Languages

تماس با کتابخانه : 32910706-025

NATIONAL BIBLIOGRAPHY NUMBER

Number
TL51455

LANGUAGE OF THE ITEM

.Language of Text, Soundtrack etc
انگلیسی

TITLE AND STATEMENT OF RESPONSIBILITY

Title Proper
Administrators' Perceptions of Transitioning Second Language Learners into the Mainstream Classroom
General Material Designation
[Thesis]
First Statement of Responsibility
Devia, Lydia Medina
Subsequent Statement of Responsibility
Challoo, Linda

.PUBLICATION, DISTRIBUTION, ETC

Name of Publisher, Distributor, etc.
Texas A&M University - Kingsville
Date of Publication, Distribution, etc.
2019

GENERAL NOTES

Text of Note
150 p.

DISSERTATION (THESIS) NOTE

Dissertation or thesis details and type of degree
Ed.D.
Body granting the degree
Texas A&M University - Kingsville
Text preceding or following the note
2019

SUMMARY OR ABSTRACT

Text of Note
A leadership concern relevant in today's public education system is the disparity of scores also known as the achievement gap between the general education population and the English Language Learner (ELL). This qualitative study addressed administrators' perceptions of transitioning the Second Language Learner (L2) from the bilingual classroom into the general mainstream classroom. Despite an extensive literature review focusing on educational policy in a historical context, little was known about administrators' perceptions or participation in the transitioning process of L2s that would be conducive to enhancing English proficiency once mainstreamed. This descriptive case study selected sample a size of eight administrators from a pool of the campuses that ranked the highest on the upcoming State of Texas Assessment of Academic Readiness (STAAR) in a similar socioeconomic status (SES) in the southwest areas where there is the largest Limited English Proficient (LEP) population. This naturalistic inquiry relied on the researcher being the primary instrument (Lincoln & Guba, 1985), and the semi-structured interview protocol served to examine administrators' perceptions in order to identify the successful transitioning of L2s into the mainstream classroom. The research design logistics employed a qualitative methodology of trustworthiness and credibility, reliability, and validity beginning with the professionalism and anonymity of the respondents to the analysis of the transcription, coding, and analysis enhanced by NVivo reflection technology. The respondents in this study did not have Ivy League backgrounds. They are ordinary, hardworking educators who have come up the ranks as teachers. In reviewing the transcripts, one can tell these administrators struggled to express themselves eloquently both in English and in Spanish, yet it did not hinder them in propelling their students forward in spite of their distressed social conditions or the education policy currently in place. Ultimately, the research served to promote greater awareness of the benefits of principals' decision making to promote best practices used to facilitate successful transitioning of L2s into the mainstream classroom in order for them to meet the standards on tests like the STAAR.

UNCONTROLLED SUBJECT TERMS

Subject Term
Bilingual education
Subject Term
Curriculum development
Subject Term
Educational leadership

PERSONAL NAME - PRIMARY RESPONSIBILITY

Devia, Lydia Medina

PERSONAL NAME - SECONDARY RESPONSIBILITY

Challoo, Linda

CORPORATE BODY NAME - SECONDARY RESPONSIBILITY

Texas A&M University - Kingsville

ELECTRONIC LOCATION AND ACCESS

Electronic name
 مطالعه متن کتاب 

p

[Thesis]
276903

a
Y

Proposal/Bug Report

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