Perceptions of Teachers and Principals of the Role Expectations for the Elementary School Principal in the Reading Programme PDF Download
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Author: George John Sackman
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 360
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Book Description
Author: George John Sackman
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 360
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Book Description
Author: George John Sackman
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 360
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Book Description
Author: Nick Henry Kozey
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 276
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Book Description
Author: Rebecca Susan Compton
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 306
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Book Description
Author: Nadene B. Stein
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 484
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Book Description
This study utilized data gleaned from on-line surveys of primary level teachers and elementary school principals to understand what principals need to know and be able to do to support teachers in their instruction of reading for English Language Learners (ELLs). A review of five areas of literature provided a theoretical foundation for this study. Twenty-six primary level teachers and four elementary school principals, from eight Massachusetts's schools, participated in separate, three-part online questionnaires. Participants answered questions about licensure, experience, and professional development focused on teaching English Language Learners. In addition, participants responded to questions about their perceptions of (1) the elementary school principal's role in supporting teachers of ELLs learn to read in English, and (2) the leadership characteristics of principals in relationship to their work with teachers of ELLs. Teacher perceptions of principals are considered critically significant, since teachers have a day-to-day view of principals (Marzano, Waters and McNulty, 2005). At the onset of the study, the null hypothesis assumed by the researcher was that the perceptions of teachers and principals would be the same. The survey research design used a mixed-method approach, which included both quantitative and qualitative data analyses: the former using t-test measures; the latter examining statements made by participants. Results from the 39 questionnaire statements revealed that a statistically significant number of participants accepted the null hypothesis, and that a statistically insignificant number of participants rejected the null hypothesis. After the analyses were completed, the null hypothesis was rejected for twenty-two statements. The results led to the conclusion that teachers and principals do not agree on what elementary school principals understand and practice in support of teachers working with ELLs. One of the most critical conclusions is the lack of a shared, researched-based belief system about serving the learning needs of ELLs. Without a common belief system between a principal and teachers, it is difficult to meet the needs of ELL students. Even though principals and teachers did not agree in every area, the questionnaires provided rich data about what a principal needs to know and be able to do in order to better support teachers in their instruction of reading for English Language Learners. The study points to important implications for elementary school principals' practice in supporting their work with teachers of English Language Learners: (1) gain key understandings about effective English Language Learning and reading instructional practices through effective professional development; (2) seek out and reflect on data about current performance from teachers; (3) develop and /or strengthen leadership characteristics in relationship to the instruction of ELLs; (4) demonstrate a commitment to working with English Language Learners by adhering to a shared, researched-based belief system about instructing ELLs; and (5) implement a continuous improvement plan to address teachers' professional development needs in teaching reading in a second language. -- Abstract
Author: Enos B. House
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 162
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Book Description
Author: University Microfilms, Incorporated
Publisher: University Microfilms
ISBN: 9780835708418
Category : Education
Languages : en
Pages : 796
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 994
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Book Description
Author: Thomas L. Strick
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 252
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Book Description
Author: Estella S. Murphy
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 264
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Book Description
The purpose of this study is to ascertain what is needed for an elementary school principal to be an effective leader in reading instruction. The following questions guided the study: (1) What do elementary principals think they need in order to become more effective leaders in reading? (2) Does the size of the school affect the principal's role in reading instruction? (3) Does the principal's years of experience affect his/her role in reading instruction? (4) Does the combination of the principal's years of experience and the size of the school affect his/her role in reading instruction? This study included two independent variables and one dependent variable. The independent variables were the school size and principal's years of experience. The dependent variable was the composite score for information given by Elementary Principals participating in the study regarding their understanding of the role of elementary principals in reading instruction as measured by a survey (Likert-Scale). The survey was mailed to 800 elementary principals. Three mailings occurred which resulted in the return of 289 usable surveys, a return rate of 36%. The returned surveys included sufficient data for the analysis of the open-ended questions. The composite scores from the 20 survey questions provided sufficient data for the two-way Analysis of Variance. The data collected were analyzed using the descriptive statistic by frequency, distribution, means, standard deviation, two-way analysis, and Tukey's Post Hoc follow-up to complete the statistical analysis. The level of significance and follow-up was .05. The findings of this study showed there is no significant difference between size of school and the principal's role in reading instruction. There is a significant difference between 1-4 years and those with 5 or more years of experience and the elementary principal's role in reading instruction. In addition, the study showed that Principals perceived the need for more money, staff training, and time in order to be more effective leaders in reading instruction. Finally, most principals believed that reading should be taught with a Balanced Literacy-(Guided Reading) Approach.
