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The Impact of Culturally Responsive Leadership on the Postsecondary Readiness of Long-Term English Learners.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Impact of Culturally Responsive Leadership on the Postsecondary Readiness of Long-Term English Learners./
Author:	Glaeser, Patricia M.
Description:	1 online resource (320 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
Contained By:	Dissertations Abstracts International83-03A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28645152click for full text (PQDT)
ISBN:	9798538105335

The Impact of Culturally Responsive Leadership on the Postsecondary Readiness of Long-Term English Learners.
Glaeser, Patricia M.

The Impact of Culturally Responsive Leadership on the Postsecondary Readiness of Long-Term English Learners. - 1 online resource (320 pages)

Source: Dissertations Abstracts International, Volume: 83-03, Section: A.

Thesis (Ed.D.)--Texas A&M University - Commerce, 2021.

Includes bibliographical references

An exploratory sequential mixed methods research design was conducted to understand the impact of culturally responsive school leadership in the successful attainment of postsecondary readiness of long-term English learners. Guided by a conceptual framework that incorporated components of biliteracy, social justice, and transformational leadership theory, the study sought to explore the perceptions of secondary school leaders towards the culturally responsive professional practices connected to the attainment of postsecondary readiness of long-term English learners. The study combined a qualitative hermeneutical phenomenological design and a quantitative nonexperimental causal-comparative design. Qualitative data were collected from open-ended surveys and interview protocols of secondary school leaders. Quantitative data were analyzed using archival student data. The three clusters of meaning that emerged from the qualitative data analysis were (a) consciousness to inclusivity, (b) relationships and reflection, and (b) understanding through practice. In terms of the quantitative portion of the study, the data indicated that practices regarding enrollment of LTELs in advanced academic course tracks are limiting even though these students show that they have the potential to achieve academically based on an analysis of state assessment and enrollment data.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798538105335Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Culturally Responsive LeadershipIndex Terms--Genre/Form:

542853
Electronic books.

The Impact of Culturally Responsive Leadership on the Postsecondary Readiness of Long-Term English Learners.
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245 1 4 $a The Impact of Culturally Responsive Leadership on the Postsecondary Readiness of Long-Term English Learners.
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500 $a Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
500 $a Advisor: Munoz, Ava.
502 $a Thesis (Ed.D.)--Texas A&M University - Commerce, 2021.
504 $a Includes bibliographical references
520 $a An exploratory sequential mixed methods research design was conducted to understand the impact of culturally responsive school leadership in the successful attainment of postsecondary readiness of long-term English learners. Guided by a conceptual framework that incorporated components of biliteracy, social justice, and transformational leadership theory, the study sought to explore the perceptions of secondary school leaders towards the culturally responsive professional practices connected to the attainment of postsecondary readiness of long-term English learners. The study combined a qualitative hermeneutical phenomenological design and a quantitative nonexperimental causal-comparative design. Qualitative data were collected from open-ended surveys and interview protocols of secondary school leaders. Quantitative data were analyzed using archival student data. The three clusters of meaning that emerged from the qualitative data analysis were (a) consciousness to inclusivity, (b) relationships and reflection, and (b) understanding through practice. In terms of the quantitative portion of the study, the data indicated that practices regarding enrollment of LTELs in advanced academic course tracks are limiting even though these students show that they have the potential to achieve academically based on an analysis of state assessment and enrollment data.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 529436
650 4 $a Education policy. $3 2191387
650 4 $a English as a second language. $3 516208
650 4 $a Higher education. $3 641065
650 4 $a Enrollments. $3 3562827
650 4 $a Student organizations. $3 3682086
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653 $a Educational Leadership
653 $a English Learner
653 $a Postsecondary Readiness
653 $a School Leadership Practices
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710 2 $a Texas A&M University - Commerce. $b EdD Educational Administration. $3 3190292
773 0 $t Dissertations Abstracts International $g 83-03A.
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