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- Beginning teacher self-efficacy (1)
- Bilingual education (1)
- Black student (1)
- Black student alliance (1)
- Culturally Responsive Teaching Self-Efficacy Scale (1)
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- DLI principal professional growth plan (1)
- DLI professional development plan (1)
- DLI recommended list of dispositional behaviors/best practices (1)
- Diversity (1)
- Dual language immersion (1)
- English language learners (1)
- Inclusion (1)
- Internal/external support (1)
- Predominantly white institution (1)
- Professional development (1)
- Program sustainability (1)
- Sense of belonging (1)
Articles 1 - 3 of 3
Full-Text Articles in Education
Access Does Not Guarantee Inclusion: An Exploration Of Student Organizations Fostering Belonging For Black And Minority Students At A Faith-Based Institution, Heidi Neely
Doctor of Education Dissertations
Black and minority students often do not persist to graduation and voluntarily drop out due to dissatisfaction with the lack of inclusivity and belonging experiences at predominantly White institutions (PWIs). This research examined the sense of belonging and inclusion for Black students at Southern Cross College (SCC; pseudonym), a private, faith-based institution located in an urban city in the southeastern region of the United States. All students are welcomed at SCC; however, there is an obscure caveat. Students whose identities align with specific diverse characteristics (ethnicity, gender, sexuality, religious belief) may find themselves feeling isolated, excluded, and ostracized from the …
Beginning Teacher Self-Efficacy Meeting The Needs Of English Language Learners Within The Mainstream Elementary Setting, Christie Mcmahon
Beginning Teacher Self-Efficacy Meeting The Needs Of English Language Learners Within The Mainstream Elementary Setting, Christie Mcmahon
Doctor of Education Dissertations
The purpose of this study was to gain a better understanding of beginning teacher self-efficacy when working with English language learners (ELLs) in mainstream elementary classrooms. Elementary teachers provide instruction for their students during the majority of the instructional day, and supporting students learning a new language while simultaneously learning academic concepts can be challenging. The study sought to identify in-service professional development or training beginning teachers deemed beneficial to their perceived ability to work with ELLs as well as the training or professional development they would like to receive going forward. This mixed methods study was carried out using …
Growing Sustainable Quality Dual Language Immersion Programs: The Impact Of Key Leadership Preparation, Training, And Support, Vera Woolard
Growing Sustainable Quality Dual Language Immersion Programs: The Impact Of Key Leadership Preparation, Training, And Support, Vera Woolard
Doctor of Education Dissertations
As principals take the lead on planning, implementing, and ensuring the sustainability of their dual language immersion (DLI) programs, there is extant literature on the appropriate actions for conducting such work. However, there is a lack of research on principal preparedness and training for those leading bilingual education programs, specifically DLI programs. This mixed methods study explored specific leadership behaviors and/or practices necessary for program preparation as well as the internal and/or external support and professional development that is paramount for principals to lead and maintain successful and sustainable DLI programs. Subsequently, the study was designed to help identify key …