東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Examination of Western New York Stat...

Arroyo, Andres Rafael.

Linked to FindBook

Google Book

Amazon

博客來

Examination of Western New York State public school leader knowledge, beliefs, and perception of district beliefs concerning English language learners.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Examination of Western New York State public school leader knowledge, beliefs, and perception of district beliefs concerning English language learners./
Author:	Arroyo, Andres Rafael.
Description:	121 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
Contained By:	Dissertation Abstracts International75-07A(E).
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3612908
ISBN:	9781303748776

Examination of Western New York State public school leader knowledge, beliefs, and perception of district beliefs concerning English language learners.
Arroyo, Andres Rafael.

Examination of Western New York State public school leader knowledge, beliefs, and perception of district beliefs concerning English language learners. - 121 p.

Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.

Thesis (Ph.D.)--State University of New York at Buffalo, 2014.

This dissertation examined the degree to which Western New York State school leader knowledge, beliefs, and perceptions of their school district's beliefs of concerning English language learners (ELLs), together, as a single dependent construct, manifested significant differences within, between, and across a number of defined independent variables. Quantitative data was statistically analyzed (SPSS) from respondent answers to an online generated questionnaire based on the New York State Education Department's LEP/ELL Program Evaluation Toolkit instrument (PET) and an Internal Control Index (ICI) construct to measure the Locus of Control of participating school leaders (Lefcourt, 1983). The extrapolated PET Toolkit data evidenced the degree of school leader knowledge, perceptions of both self and district involvement, and beliefs regarding ELL populations; and the embedded Locus of Control construct psychometric measured the degree to which respondents felt their decision making to be either prescribed (+internal locus) or within their purview (+external). A new English Language Learner School Leadership Model based on Villarreal (1999) and Suttmiller & Gonzalez (2003) was used as theoretical framework for both methodology and critical examination of the collected data. Findings verified significant statistical differences between school leader ELL knowledge, perception, involvement, sociocultural understanding, frequency in which professional development is provided, ability to speak a language other than English, and communication with parents. Based on the findings, the study discusses implications for further research regarding school leadership for English Language Learners and emphasizes a need for heightened ELL professional development for public school administrators working with this student demographic.

ISBN: 9781303748776Subjects--Topical Terms:

1035576
Education, Leadership.

Examination of Western New York State public school leader knowledge, beliefs, and perception of district beliefs concerning English language learners.
LDR:02850nam a2200301 4500 001 1962720
005 20140819094535.5
008 150210s2014 ||||||||||||||||| ||eng d
020 $a 9781303748776
035 $a (MiAaPQ)AAI3612908
035 $a AAI3612908
040 $a MiAaPQ $c MiAaPQ
100 1 $a Arroyo, Andres Rafael. $3 2098823
245 1 0 $a Examination of Western New York State public school leader knowledge, beliefs, and perception of district beliefs concerning English language learners.
300 $a 121 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
500 $a Adviser: Jill P. Koyama.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 2014.
520 $a This dissertation examined the degree to which Western New York State school leader knowledge, beliefs, and perceptions of their school district's beliefs of concerning English language learners (ELLs), together, as a single dependent construct, manifested significant differences within, between, and across a number of defined independent variables. Quantitative data was statistically analyzed (SPSS) from respondent answers to an online generated questionnaire based on the New York State Education Department's LEP/ELL Program Evaluation Toolkit instrument (PET) and an Internal Control Index (ICI) construct to measure the Locus of Control of participating school leaders (Lefcourt, 1983). The extrapolated PET Toolkit data evidenced the degree of school leader knowledge, perceptions of both self and district involvement, and beliefs regarding ELL populations; and the embedded Locus of Control construct psychometric measured the degree to which respondents felt their decision making to be either prescribed (+internal locus) or within their purview (+external). A new English Language Learner School Leadership Model based on Villarreal (1999) and Suttmiller & Gonzalez (2003) was used as theoretical framework for both methodology and critical examination of the collected data. Findings verified significant statistical differences between school leader ELL knowledge, perception, involvement, sociocultural understanding, frequency in which professional development is provided, ability to speak a language other than English, and communication with parents. Based on the findings, the study discusses implications for further research regarding school leadership for English Language Learners and emphasizes a need for heightened ELL professional development for public school administrators working with this student demographic.
590 $a School code: 0656.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Administration. $3 626645
650 4 $a Education, English as a Second Language. $3 1030294
690 $a 0449
690 $a 0282
690 $a 0514
690 $a 0441
710 2 $a State University of New York at Buffalo. $b Educational Leadership and Policy. $3 2098824
773 0 $t Dissertation Abstracts International $g 75-07A(E).
790 $a 0656
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3612908