As California classrooms grow more and more diverse, there is a strong need for teachers to understand the cultural and language differences that may have an impact on students' learning. A learner's culture and language can be an asset to learning. It is critical for teachers to utilize diversity to drive curriculum and pedagogy, instead of viewing differences as a deficit. Teacher leaders, more than formal administrators, can provide meaningful and relevant support to classroom teachers and may be able to positively influence teacher growth and change (Mansfeld & Volet, 2010).
This study used surveys, interviews, and observations to identify the beliefs of teacher leaders as well as their positive actions in supporting classroom teachers who teach culturally and linguistically diverse students. This research identified teacher leaders with or without formal titles and their beliefs toward diversity. Teacher leaders with positive beliefs were identified, and their actions were analyzed in order to examine the positive actions of effective teacher leaders. The findings of this research can substantiate the importance of beliefs, especially in teacher education programs. This study has possible implications for professionalizing teacher leadership through doctoral programs and/or licensure opportunities.
|Commitee:||Carbone, Paula, Gallagher, Pat|
|School:||University of Southern California|
|School Location:||United States -- California|
|Source:||DAI-A 75/11(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Educational leadership, Teacher education|
|Keywords:||California, Culturally diverse learner, Diverse learners, Effective teacher leaders, English learners, Linguistically diverse, Teacher beliefs, Teacher leadership|
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