Abstract
The purpose of this quantitative study was to examine specific characteristics of English learner programs in a rural areas in order to determine possible factors that promoted higher English language proficiency growth for English learners. The subjects in this study were English learner teachers and administrators from five micropolitan school districts in a rural Midwestern state. The school districts in this study were identified and recruited based on two specific criteria: a mircopolitan community and a student population of English language learners. The study utilized both survey and archival data. The survey was administered to all EL teachers and administrators in the five micropolitan districts. However, while the full archival data set was not released by the State Department of Education, a few observations were still made regarding the results of the study. Ultimately, the data indicated that when EL teachers and administrators have a similar understanding of their EL program, their English learner students benefit and score higher language proficiency growth scores.
Advisor
Candace Raskin
Committee Member
Jason Kaufman
Committee Member
Anne Dahlman
Date of Degree
2018
Language
english
Document Type
Dissertation
Degree
Doctor of Education (EdD)
Department
Educational Leadership
College
Education
Recommended Citation
Huseby, S. (2018). Effective Characteristics of Rural English Learner Programs [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/767/
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Administration and Supervision Commons, First and Second Language Acquisition Commons
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