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Full-Text Articles in Other Educational Administration and Supervision
Dual Language Effectiveness To Narrow Achievement Gaps: A Quantitative Correlational Study, Belinda Reyes Ed.D.
Dual Language Effectiveness To Narrow Achievement Gaps: A Quantitative Correlational Study, Belinda Reyes Ed.D.
Journal of English Learner Education
An increase in the English learner (EL) population is evident in public schools throughout the United States. Academic achievement gaps between ELs and non-EL peers persist from early childhood through the post-secondary level (Florida Department of Education, 2019c). The gap in the literature is the lack of studies analyzing the language acquisition of ELs enrolled in dual language programs to narrow the achievement gap of ELs. Transformative Learning Theory and the Dynamic Systems Theory are the foundation of the theoretical framework. Key research questions seek data on the relationship between standardized assessments measuring language acquisition and academic performance of third-grade …
Teachers’ And Administrators' Perceptions Of The Characteristics Of Effective Leadership For K-12 International Schools, Travis S. Smith
Teachers’ And Administrators' Perceptions Of The Characteristics Of Effective Leadership For K-12 International Schools, Travis S. Smith
All NMU Master's Theses
The purpose of this mixed-methods study was to investigate teachers’ and administrators’ perceptions of the characteristics of effective leadership for K-12 international schools. The data produced three themes; these include emotional intelligence, the ability to establish school culture, and administrative mindset. The literature review focused on the survey data points of humor, cultural intelligence, and vision embedded within these themes. The research findings are intended to advance the knowledge of leadership for K-12 international schools.
Leadership For Change: Insights Gleaned From One District’S Implementation Of An Educational Innovation, Crystal V. Shelby-Caffey Ph.D., Ronald A. Caffey Ph.D.
Leadership For Change: Insights Gleaned From One District’S Implementation Of An Educational Innovation, Crystal V. Shelby-Caffey Ph.D., Ronald A. Caffey Ph.D.
Online Journal for Workforce Education and Development
The research reported here is extracted from a larger study aimed at describing the challenges and barriers to implementing the two way immersion (TWI) program at Stark Elementary School (a pseudonym). While Stark’s TWI program is used as the backdrop for the current discussion the perspective taken here is to examine the actions (and lack of action in some instances) of Stark’s administrators and describe how those actions impacted other stakeholders and led to challenges during the implementation process. The findings illuminate the need for leaders to gain support for proposed changes while maintaining dialogue with stakeholders and developing other …