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Minding the Gaps: Effectively Supporting Language Learners with Special Needs
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In: INTESOL Journal; Vol. 18 No. 2 (2021): INTESOL Fall 2021, Volume 18; Issue 2 ; 2373-8936 (2021)
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Using Technology-Enhanced Language Learning Environments to Influence the Communicative Potential of Adult Learners of English as a Foreign Language in Vietnam
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Pronunciation Errors of English Front Vowels by Yemeni EFL Learners
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In: PAROLE: Journal of Linguistics and Education; Vol 11, No 1 (2021): Volume 11 Number 1 April 2021; 41-56 ; 23380683 ; 2087-345X (2021)
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Self-Efficacy and Attitudes for Vocabulary Strategies Among English Learners and Native Speakers
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In: Literacy, Language, and Culture Faculty Publications and Presentations (2020)
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Examining Preservice Secondary Science Teachers’ Implementation of Reform-Based Instruction for English Learners: A Focus on the edTPA
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The Use of A Computer-Supported Learning Design to Support Oral Language Development among English Language Learners through the Design Process
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Boosting language skills of ELLs through dramatization and movement
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In: The Reading Teacher, vol 67, iss 3 (2020)
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Shaping Equity, Access, and Quality Learning for English Learners: High School Administrators' Mediation of Language Policy
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Preparing Secondary Science Pre-Service Teachers to Teach in Linguistically Diverse Classrooms ...
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How Pre-K Teachers Support the Language and Literacy Development of Young Dual Language Learners: A Multi-Case Study of Four Exemplary Teachers ...
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Best Practices: Promoting Parent-School Relationship To Increase Hispanic Parental Participation in Schools
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In: http://rave.ohiolink.edu/etdc/view?acc_num=otbn159431079080737 (2020)
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Examining the Impact of Acquiring the ESL Endorsement on Teacher Knowledge, Dispositions, and English Language Learner Performance on a Standardized Mathematics Test
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In: Dissertations (2020)
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La resistenza dei tratti intonativi nell acquisizione dell italiano da parte di parlanti anglo celti
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Virtual Tools Show Promise for Moving the Needle on Culturally and Linguistically Diverse Family Engagement
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In: The Advocate (2020)
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ACADEMIC DISCOURSE IN KINDERGARTEN: LINGUISTIC FEATURES AND REPERTOIRES AT PLAY IN ACQUIRING LANGUAGE PROFICIENCY AND CONSTRUCTING MEANING IN FORMAL LITERACY CONTEXTS ...
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The impact of policy change on the teaching of spoken English in primary schools in the north mountainous region of Vietnam
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Dang, Tram Quynh. - : Edith Cowan University, Research Online, Perth, Western Australia, 2020
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In: Theses: Doctorates and Masters (2020)
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Examining the Relationship between Academic Achievement and English Language Proficiency
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In: Doctoral Dissertations and Projects (2020)
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Perceptions of transformational leadership: The effects of organizational justice for English language learners
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In: Educational Policy Studies Dissertations (2020)
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Abstract:
Purpose: School leaders have an ability to instill trust, efficacy, and motivation in their teachers through transformational leadership. The school’s actions and behaviors also can lead to increased motivation, efficacy, and a sense of justice for teachers through organizational justice. These characteristics of teachers are major factors in the academic performance of English language learners (ELLs). Finding a relationship between the school leader’s transformational leadership and the school’s organizational justice may help meet the needs or teachers and lead to increased ELL performance. Research Methods: This dissertation focuses on two constructs: transformational leadership and organizational justice. This study utilized teacher surveys to understand their perceptions of both the principal’s leadership and the school’s justice. The data for two regression models came from teacher surveys and publicly available data. The sample for this study was 163 classroom teachers from the north Georgia area. This study provides insight into organizational justice and transformational leadership. Findings: Through regression, organizational justice was found to be a significant predictor of transformational leadership with organizational justice accounting for 56% in the variation of transformational leadership. Gender, years of experience, or level of education did not have a significant impact on the findings. The conclusion states that a 1 point increase in organizational justice yields a 1.6 point increase transformational leadership. Implications: This research provides connections between organizational justice and transformational leadership and the supports the need to continue integrating justice and leadership theory. It also supports the need for principal training so that they build a better ability to motivate teachers while building efficacy and trust, which improves the performance of ELLs in the classroom.
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Keyword:
English Language Learners; Organizational Justice; Transformational Leadership
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URL: https://scholarworks.gsu.edu/eps_diss/227 https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1245&context=eps_diss
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“Kids Can Change the World”: An Action Research of Latinx English Language Learners Students’ Experiences With Culturally Relevant Morning Meetings
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In: Middle and Secondary Education Dissertations (2020)
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