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An Analysis Of Governance Policies And Practices In One School District Regarding English Learners, Lynn V. Lysko
An Analysis Of Governance Policies And Practices In One School District Regarding English Learners, Lynn V. Lysko
Frank Dilley Award for Outstanding Doctoral Study
In a large, urban, high school district, secondary English-learning students are not achieving at the same rates as other identified subgroups on state and local standardized tests. This gap compounds economic and social inequities in the region. A solution to the problem is important to educators and policy makers in providing an equitable education for all students. Using the conceptual framework of organizational culture, this qualitative project study explored the district's policies and practices on the academic program for English learners and whether policies result in meeting academic needs of English-learning students at the secondary level. One-on-one interviews with district …
Social Capital Influences Upon Internet Usage Of Rural Guatemalan English Teachers For Professional Development, Douglas Hudson Tedford
Social Capital Influences Upon Internet Usage Of Rural Guatemalan English Teachers For Professional Development, Douglas Hudson Tedford
Frank Dilley Award for Outstanding Doctoral Study
This qualitative study examined Internet usage by Guatemalan English teachers in the rural, indigenous community of San Lucas Toliman, to improve enrollments and persistence in online teacher professional development programs promoted by the Fundación Rigoberta Menchú Tum. Woolcock's concepts of bonding, bridging and linking social capital were united with Rogers's theory of perceived attributes to ascertain why only 5 of 34 teachers completed free online coursework. Research questions addressed teacher concerns about using the Internet, teacher satisfaction with Internet resources, and social influences upon Internet usage. The participatory rural appraisal (PRA) method was employed using a culturally-sensitive native speaker to …
Bridging The Gap: Home-School Partnerships In Kindergarten, Keenjal Pattni-Shah
Bridging The Gap: Home-School Partnerships In Kindergarten, Keenjal Pattni-Shah
Frank Dilley Award for Outstanding Doctoral Study
Although home-school partnerships support Kindergarten children's development of vocabulary, the alphabetic principle, and phonological awareness, the mechanisms through which these partnerships are established and facilitated with immigrant parents from diverse cultural and linguistic backgrounds are largely unknown. Therefore, the major research questions that guided this qualitative, grounded theory study focused on exploring how successful Kindergarten teachers defined home-school partnerships with parents, the strategies the teachers used to communicate with parents, the ways these teachers reached out to parents to create and sustain partnerships, and how the teachers used these partnerships to support children's learning. Vygotsky's sociocultural theory served as the …