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ERIC Number: ED527084
Record Type: Non-Journal
Publication Date: 2009
Pages: 175
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1240-2905-4
ISSN: N/A
The Elementary Principal and Academic Achievement of English Language Learners: A Case Study
Porter, Holly Jean
ProQuest LLC, Ed.D. Dissertation, University of Northern Colorado
Principals are anxious to determine which strategies, programs, and other factors contribute to increasing the achievement of English Language Learners (ELLs) so that all students in their schools can experience success. This study investigates the practices, strategies, knowledge, and expectations of an elementary principal that contribute to high levels of achievement of ELLs, develops an in-depth knowledge of the role of the principal, and discusses several themes related to the role of the principal. From observations, interviews, focus groups, and documents, descriptive data are presented about the specific aspects of the role of the principal and how the data impact the achievement of English language learners. The four evidenced themes which were developed as a result of this study are discussed: (a) having high expectations; (b) implementing rigorous and inventive hiring practices; (c) promoting focused student data collection and analysis; and (d) maintaining a welcoming culture, characterized by collaboration. Each of these themes is expanded upon as it relates to the role of the elementary principal in attaining high levels of academic achievement of ELLs. The implications of this study provide a starting point for elementary principals who are overwhelmed with issues related to the accountability requirements of the No Child Left Behind Act, hiring quality teachers, and creating a welcoming, collaborative and data focused culture. This enhances the literature regarding leadership roles in facilitating learning for those whose first language is not English because most research in the area of the achievement of English language learners has focused on teacher practices in the classroom and how the teacher can improve achievement of ELLs. This study contributes to the research surrounding English language learners by investigating the perspective of the elementary principals' role in increasing the achievement of ELLs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001