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Understanding the Nexus Between Early Learning and Development Standards, Emergent Bilingual Learners, and Language Policy in Boston, Massachusetts
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Structural over-determination of education reforms and agency ; Strukturna naddoločitev izobraževalnih reform in delovanje
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In: CEPS Journal 11 (2021) 2, S. 77-95 (2021)
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Rogers' Diffusion of Innovation Used to Explore Special Education Administrators' Self-Reported Technology Skills and Attitudes Regarding Speech Language Pathology Telepractice ...
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Mixed Messages: School Choice and Spanish Dual Language Programs in the New York City Department of Education
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Equity and Higher Education: Essays on Performance-based Financial Aid, Community College Degree Completion, and Dual Enrollment
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"Langsam vermisse ich die Schule .". Schule während und nach der Corona-Pandemie
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In: Münster ; New York : Waxmann 2020, 229 S. - (Die Deutsche Schule, Beiheft; 16) (2020)
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Becoming an Internationals Student: What do Newcomer Adolescents do with a High School Designed for Them?
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Category Positioning - A Qualitative Content Analysis Approach to Explore the Subjective Importance of a Research Topic Using the Example of the Transition From School to University
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 20 ; 3 ; Qualitative Content Analysis I (2019)
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From Policy to Local Practice: an Implementation Study of the Mother Tongue-based Multilingual Education in the Philippines
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From Policy to Local Practice: an Implementation Study of the Mother Tongue-based Multilingual Education in the Philippines ...
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Discourse analysis: a tool for helping educators to teach science
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 18 ; 1 ; 28 ; Analyzing narratives across media (2018)
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Boosting Classroom Management Strategies Through a Consultation-Based Intervention
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Teaching multiplication facts during physical education : the effects on third-grade student academic development and on teacher perception
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Through a Critical Sociocultural Lens: Parents’ Perspectives OF An Early Childhood Program In Guatemala
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In: Master's Capstone Projects (2014)
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Preparing Future School Leaders to Ensure Racial, Ethnic, Linguistic, and Socio-Economic Equity in Education: The "Third Way"
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In: Education Faculty Publications and Presentations (2013)
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Leadership Practice in Elementary School Dual Language Programs: A Collective Case Study
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2012)
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Abstract:
Research in effective programming for English language learners has demonstrated the efficacy of dual language education as a model for closing persistent achievement gaps for this growing population of students. With goals of high academic achievement, linguistic proficiency in two languages, and cross-cultural proficiency, dual language education is an enrichment model of education that eschews the deficit thinking often associated with language-minority students. Based on the promise of enriched education for all participants, the number of dual language programs is increasing nationwide. As districts across the United States plan for the implementation of dual language programs, identifying effective leadership practices for sustaining these programs over time is critical to the strategic deployment of human and fiscal resources. This collective case study examines best practices in dual language programs from a leadership perspective, with a focus on transformational and transformative leadership theories. District level policies and practices are discussed as they relate to the support of dual language programs over time. School level leadership practices are examined in the context of best practices in dual language education as they integrate with concepts of transformational and transformative leadership paradigms. Findings indicated that the actions of district leaders were crucial to the sustained implementation of dual language programs, as they supported the work of school leaders in five categories of leadership practice: vision, goals and priorities, high performance expectations, allocation of resources, and collaboration and shared decision making. Without the support of district leadership in these areas, school leaders struggled to recruit and retain qualified teachers, and minimum expectations for program design and implementation were not fulfilled. Written policies were not followed, and consistent, on-going professional development was not provided for dual language teachers or school leaders. Because these essential components were missing, the promise dual language programs hold for increasing student achievement could not be realized.
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Keyword:
and Multicultural Education; Bilingual; Dual Immersion; Dual Language; Education; Educational leadership; English Language Learners; English language — Study and teaching — Foreign speakers; Leadership; Multilingual; School management and organization
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URL: https://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=2598&context=thesesdissertations https://digitalscholarship.unlv.edu/thesesdissertations/1597
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School organization at successful alternative high schools serving Latino students in Chicago.
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Perceptions of instructional leadership skills among central office administrators of curriculum and instruction.
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School climate in Ukrainian bilingual program schools
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Mucha, Terry.. - : University of Alberta. Department of Educational Administration., 1989
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