Teachers' Perceptions of the Principal's Role in the Elementary School Reading Program PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Teachers' Perceptions of the Principal's Role in the Elementary School Reading Program PDF full book. Access full book title Teachers' Perceptions of the Principal's Role in the Elementary School Reading Program by Rebecca Susan Compton. Download full books in PDF and EPUB format.
Author: Rebecca Susan Compton
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 306
Get Book Here
Book Description
Author: Rebecca Susan Compton
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 306
Get Book Here
Book Description
Author: Elaine L. Shannon
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 238
Get Book Here
Book Description
Author: Nick Henry Kozey
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 276
Get Book Here
Book Description
Author: Patrick Suber
Publisher: AuthorHouse
ISBN: 1665516569
Category : Education
Languages : en
Pages : 197
Get Book Here
Book Description
In Title-I schools, how adequately do administrators prepare teachers to implement new reading curriculums? The majority of students at these Title-I schools are from low-income families. Literature has indicated that families from low socioeconomic situations often depend heavily on schools to provide the foundational literacy skills their children need to become capable and lifelong readers (Teale, Paciga, & Hoffman, 2008).
Author: Marie France Doan
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 358
Get Book Here
Book Description
Author: Nadene B. Stein
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 484
Get Book Here
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: George John Sackman
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 360
Get Book Here
Book Description
Author: George Lawrence Fryer
Publisher:
ISBN:
Category :
Languages : en
Pages : 482
Get Book Here
Book Description
Author: Marylouise Angelina DeNicola
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 202
Get Book Here
Book Description
Author: George John Sackman
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 360
Get Book Here
Book Description
