عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
شماره کتابشناسی ملی
شماره
TL51455
زبان اثر
زبان متن نوشتاري يا گفتاري و مانند آن
انگلیسی
عنوان و نام پديدآور
عنوان اصلي
Administrators' Perceptions of Transitioning Second Language Learners into the Mainstream Classroom
نام عام مواد
[Thesis]
نام نخستين پديدآور
Devia, Lydia Medina
نام ساير پديدآوران
Challoo, Linda
وضعیت نشر و پخش و غیره
نام ناشر، پخش کننده و غيره
Texas A&M University - Kingsville
تاریخ نشرو بخش و غیره
2019
يادداشت کلی
متن يادداشت
150 p.
یادداشتهای مربوط به پایان نامه ها
جزئيات پايان نامه و نوع درجه آن
Ed.D.
کسي که مدرک را اعطا کرده
Texas A&M University - Kingsville
امتياز متن
2019
یادداشتهای مربوط به خلاصه یا چکیده
متن يادداشت
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.
اصطلاحهای موضوعی کنترل نشده
اصطلاح موضوعی
Bilingual education
اصطلاح موضوعی
Curriculum development
اصطلاح موضوعی
Educational leadership
نام شخص به منزله سر شناسه - (مسئولیت معنوی درجه اول )
مستند نام اشخاص تاييد نشده
Devia, Lydia Medina
نام شخص - ( مسئولیت معنوی درجه دوم )
مستند نام اشخاص تاييد نشده
Challoo, Linda
شناسه افزوده (تنالگان)
مستند نام تنالگان تاييد نشده
Texas A&M University - Kingsville
دسترسی و محل الکترونیکی
نام الکترونيکي
مطالعه متن کتاب وضعیت انتشار
فرمت انتشار
p
اطلاعات رکورد کتابشناسی
نوع ماده
[Thesis]
کد کاربرگه
276903
اطلاعات دسترسی رکورد
سطح دسترسي
a
تكميل شده
Y
