Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

David Weintraub

Abstract

AbstractThe problem under study was that administrators were challenged to support ELL teachers because current instructional strategies did not address the gap between the academic achievement of ELLs and non-ELLs. A basic qualitative design was used to investigate how administrators supported teachers’ implementation of instructional strategies for this population. The resulting project was a 1-week professional development instructional program for ELL administrators and teachers. Wright’s self-awareness theory was used as the conceptual framework approach to examine how administrators encouraged ELL teachers to attend and use professional development because current instructional strategies did not address the gap between the academic achievement of ELLs and non-ELLs. The research question addressed how administrators encouraged ELL teachers to attend and use professional development training. Data were gathered from the eight participants using eight semi-structured, open-ended interview questions. The resulting data were thematically analyzed and coded. The key results, the project, a program of professional development, and the conclusions of the final study were based on the following seven emerging themes: (a) monitoring the usage of strategies shared during professional development, (b) implementation of curricular sets comparable to their reading units, (c) encouraging ELL teachers to attend ELL training, (d) supporting strategies for ELLs, (e) comprehension discussions to determine ELLs’ needs, (f) time management of ELL administrators, and (g) districtwide modeling of ELL pedagogy. This project study might benefit ELL school districts by contributing to academic achievement, where positive social changes would transpire.

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