Abstract

This research study used a sequential mixed methods design to examine the perceptions and assumptions of educators working with ELL students in Southwest Minnesota. The study employed a conceptual lens based in critical education research with the intention that the results can be used to transform ELL education and promote equality for ELL students. The study is grounded in a multi-dimensional perspective for measuring success which incorporates four main constructs: parental involvement, quality instruction, school climate and student's sense of belonging. The participants in the study included building administrators and ELL teachers working in K-12 public schools in Southwest Minnesota. During the first phase of the study, the participants were invited to complete a survey in which they rated the degree of impact, challenge and success for a series of factors related to ELL achievement. The second phase of the research included in-depth interviews with seven of the participants. The educators participating in this study believed general education teachers do not have sufficient training and the skills necessary to provide quality education for ELL students. A key to success identified in the study is the personal connection between adult mentors and ELL students. Finally, the results supported the assumption that the four constructs utilized in the multi-dimensional perspective all have an important impact on ELL success.

Advisor

Julie Carlson

Committee Member

Nancy Drescher

Committee Member

Teresa Wallace

Date of Degree

2013

Language

english

Document Type

Dissertation

Degree

Doctor of Education (EdD)

Department

Educational Leadership

College

Education

Creative Commons License

Creative Commons Attribution-NonCommercial 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

Download

Share

COinS
 

Rights Statement

In Copyright