Literaturnachweis - Detailanzeige
| Autor/inn/en | Manning, Monica E.; Brown, Casey Graham |
|---|---|
| Titel | School Leaders' Supports of Dual Language Science Teachers |
| Quelle | In: School Leadership Review, 17 (2023) 2, Artikel 3 (13 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1559-4998 |
| Schlagwörter | Instructional Leadership; Bilingual Education; Bilingual Teachers; Science Teachers; English Language Learners; Teacher Administrator Relationship; Cooperative Planning; Science Instruction; Texas |
| Abstract | English learners account for 21.7% of the Texas public school system (Texas Education Agency, 2022). This qualitative study was conducted to examine how teachers of English learners in a dual language program perceived the educational supports they received affected student achievement in science. Teacher participants were asked about their experiences with administrative supports and how those supports affected their teaching and student performance. Two administrators were also interviewed for the study. The teacher participants identified administrative supports they perceived to be beneficial to student learning and to the functioning of the EL program and science classroom. The administrative supports identified included: school leaders provided resources and communicated frequently about resource needs, school leaders prioritized opportunities for lesson modeling and demonstrations, and leaders planned for and facilitated collaborative planning and data meetings with the teachers. (As Provided). |
| Anmerkungen | Texas Council of Professors of Educational Administration. Web site: https://scholarworks.sfasu.edu/slr/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
