Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education
Principal Perceptions As Literacy Leaders At High-Need Elementary Schools, Janet Marie Lear
Principal Perceptions As Literacy Leaders At High-Need Elementary Schools, Janet Marie Lear
Electronic Theses and Dissertations
This dissertation study explores the perceptions of principals as literacy leaders and the enactment of these perceptions in high-need elementary schools. Literacy leadership, as perceived by principals, was analyzed based on interview data from six participants. Individual cases were studied for the unique characterizations each participant brought to the construct of literacy leadership through their own lived experience. Cross-case analysis was conducted in order to draw out themes among participants. Conclusions suggest that there are commonalities among principals' perceptions and enactments as literacy leaders in high-need elementary schools. Participants focused on: adoption of literacy programs and curricular fidelity; data use …
Culturally Relevant Pedagogy In Adult Esl Classrooms: A Case Study Of A University Intensive English Program, Arongna Borjigin
Culturally Relevant Pedagogy In Adult Esl Classrooms: A Case Study Of A University Intensive English Program, Arongna Borjigin
Electronic Theses and Dissertations
This qualitative case study explored the English as a second language (ESL) teachers' perceptions and implementation of the culturally relevant pedagogy (CRP) in an Intensive English Program (IEP) in Mountain University (pseudonym). IEPs are university-based language learning institutes for the pre-admission of English language learners (ELLs). The monolingual approach to ESL teaching does not fit the diverse language and cultural backgrounds of ELLs. It brings challenges for both ESL teachers and ELLs in IEPs. CRP encourages teachers to incorporate students' home cultures and first languages in their teaching and to bridge the gap between school culture and students' home culture, …
Factor Invariance Of The Standard Achievement Admission Test By Gender And School Types, Mohammed Alqabbaa
Factor Invariance Of The Standard Achievement Admission Test By Gender And School Types, Mohammed Alqabbaa
Electronic Theses and Dissertations
This study examined the factorial structure of the SAAT with exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Specifically, a CFA of a four-factor model (the hypothesized model) was tested to see if the model had good fit as well as a model generated from an EFA. The EFA showed that the SAAT test only measured two factors (biology and chemistry), not the four posited by the test developers. The CFA provided good fit to a two-factor model; however, a CFA showed that the hypothesized four-factor model also fit the data well and so the hypothesized model was selected …