A Case Story of Grit Practices Demonstrated by California Elementary School GLAD Teacher Leaders

Autor/in	Koh, Jeanette Jungyun
Titel	A Case Story of Grit Practices Demonstrated by California Elementary School GLAD Teacher Leaders
Quelle	(2018), (213 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of La Verne
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3557-9173-0
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Language Teachers; Second Language Instruction; English Language Learners; Teacher Persistence; Case Studies; Teacher Leadership; Capacity Building; Qualitative Research; Resilience (Psychology); Teacher Motivation; Self Control; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Case study; Fallstudie; Case Study; Lehrerfunktionsstelle; Qualitative Forschung; Selbstbeherrschung; Kalifornien
Abstract	Purpose. The purpose of this study was to explore the grit practices demonstrated by California elementary school GLAD teacher leaders. Teaching is a grit-demanding profession, and teaching English language learners (ELLs) requires sustained effort, perseverance, and dedication to meet their diverse needs. Identifying the grit practices of teacher leaders who are trained in Project GLAD (Guided Language Acquisition Design) strategies will help school and district leaders build capacity in teacher leaders to influence the rigorous work of addressing the needs of ELLs. Methodology. A review of the literature produced a significant number of authors supporting Duckworth's (2016) grit theory and the five practices characterizing grit. This study utilized a qualitative research design, using Hyatt's (2017a) case story method to explore the practices of grit demonstrated by California elementary school GLAD teacher leaders. Findings. The study identified 23 prominent practices from GLAD teacher leaders that align with Duckworth's theory of grit components: courage, conscientiousness, endurance toward long-term goals, optimism and resilience, and pursuit of excellence. Conclusion. By identifying and recognizing the grit practices of teacher leaders who are trained in Project GLAD strategies, school and district leaders can build capacity to influence the rigorous work of addressing the needs of ELLs. The data in this study explored and identified specific grit practices demonstrated by GLAD teacher leaders in their resilience to continuously improve teaching and learning to impact student success. This research is significant as it adds to the literature and identifies practices not heretofore explored regarding the disciplines of teaching ELLs, teacher leadership, Project GLAD, and noncognitive traits (e.g., motivation, self-control, resilience) in teacher leaders, including topics related to passion and perseverance. Additionally, the results of this study add to the existing body of literature specific to grit theories. Recommendations. Future research could take place in rural school districts as well as in multiple districts. Also, since Project GLAD is practiced across the United States, the study could be replicated in other states. Qualitative research methods were utilized for this study. A quantitative study may provide additional data. A longitudinal study of outcomes related to the use of the 23 practices would yield useful information. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01