Purpose. The purpose of this study was to explore the best practices and instructional strategies elementary teachers use with long term English learners to increase academic achievement levels and promote high school and college graduation. It was designed to identify (a) best practices and instructional strategies, (b) communication and collaboration, (c) professional development, and (d) teacher leadership practices.
Methodology. This qualitative case study research design study used a semistructured interview protocol to explore the best practices of 10 to 15 elementary teachers. A qualitative study was selected because it involved the study of a case within a contemporary setting. Using a qualitative case study allowed the researcher to explore each participant’s professional experiences with depth and detail.
Findings. The practices elementary teachers use as they educate long term English learners include professional learning communities, direct interactive instruction, sharing expertise, and transformational leadership approaches. Good leadership skills and professionalism were the key attributes that impacted success in their school. Crucial conversations and consistent dialogue facilitated student academic progress.
Conclusion. The elementary school teachers dedicate their time to improve instructional design and implement strong leadership for the academic improvement of long term English learners. Their leadership embraces a culturally responsive approach. They have a high regard for parents, students, and other stakeholders within their learning communities.
Recommendations. School districts should assess their accountability plan with proven metrics that analyze how policy affects the wide spectrum of English learners. Further research could focus on examining the lived experiences of long term English learners that led them to successful lives. Adding to the body of research on this significant group will provide greater understanding of their unique experiences.
|Commitee:||Liu, Sunny, Rutherford, Garrett, White-Smith, Kimberly|
|School:||University of La Verne|
|Department:||LaFetra College of Education|
|School Location:||United States -- California|
|Source:||DAI-A 81/2(E), Dissertation Abstracts International|
|Subjects:||Education, Educational leadership, Elementary education|
|Keywords:||Academic success, Best practices, Long term english learners|
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