Bilingual education: selected principals' experiences with programs at their schools

Negron, David A

Permalink

https://hdl.handle.net/2142/87993 Copy

Description

Title

Bilingual education: selected principals' experiences with programs at their schools

Author(s)

Negron, David A

Issue Date

2015-07-07

Director of Research (if dissertation) or Advisor (if thesis)

Shields, Carolyn M.

Doctoral Committee Chair(s)

Johnston-Parsons, Marilyn A.

Committee Member(s)

• DeNicolo, Christina P.
• Sloat, Linda

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Ed Organization and Leadership

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• Bilingual
• Education
• Principals

Abstract

Principals in school districts throughout the United States have seen an increase in the number of English Language Learner (ELL) students entering their schools. ELL students continue to be the fastest growing student population in many school districts throughout the United States. This has a dramatic impact on the work of school principals in that, historically, ELL students have the highest high school dropout rates and have been consistently under performing in terms of academic achievement. There currently exists a plethora of different ELL programs aimed at addressing the academic needs of ELL students. However, there exists little or no research on the experiences of school principals with bilingual educational programs. This study examined the experiences of school principals with bilingual educational programs for their ELL student populations. More specifically, I examined the challenges and successes principals experienced with their bilingual educational programs. This study found that there are several factors that influence a principal’s experience with bilingual programs as well as multiple challenges as well. Furthermore, this study found that there is a tremendous amount of autonomy for principals in working with their bilingual educational programs. In order for principals to experience success with their bilingual educational programs they must adequately address their ELL student population’s needs. This can be accomplished by being aware of the research on bilingual programs. In addition, principals must address the deficit thinking that exists in their respective schools as it relates to their ELL students. Finally, principals must work hard to increase the level of parental involvement in their schools to adequately address and meet the needs of their ELL student populations.

Graduation Semester

2015-8

Type of Resource

text

Permalink

http://hdl.handle.net/2142/87993

Copyright and License Information

Copyright 2015 David Negron

Owning Collections