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A case study of contextual factors which influence the implementation of a model bilingual program
Descriptive
TitleInfo
Title
A case study of contextual factors which influence the implementation of a model bilingual program
Name
(type = personal)
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Franks
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Elizabeth Jane
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Elizabeth Franks
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author
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(type = personal)
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(type = family)
Lugg
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(type = given)
Catherine A.
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Catherine A. Lugg
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Advisory Committee
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chair
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(type = personal)
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(type = family)
Curran
NamePart
(type = given)
Mary
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Mary Curran
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Advisory Committee
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(authority = RULIB)
internal member
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(type = personal)
NamePart
(type = family)
Belzer
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(type = given)
Alisa
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Alisa Belzer
Affiliation
Advisory Committee
Role
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(authority = RULIB)
internal member
Name
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NamePart
Rutgers University
Role
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(authority = RULIB)
degree grantor
Name
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NamePart
Graduate School of Education
Role
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school
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Text
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theses
OriginInfo
DateCreated
(qualifier = exact)
2012
DateOther
(qualifier = exact);
(type = degree)
2012-05
CopyrightDate
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2012
Place
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xx
Language
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(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
The political landscape of No Child Left Behind Act (NCLB) created a sense of urgency about the performance of the growing population of English learners. As a result, emerging studies examined the characteristics of principals’ and teachers’ practices in exemplary schools and model programs for English learners. However, no studies have examined the larger contextual framework which impacts these model programs for English learners. This dissertation study identified contextual factors that influenced the implementation of a model transitional bilingual program through the lenses of various stakeholders at all levels of one educational community. From the national perspective to the socio-cultural features and responses at the district level, to the background experiences and practices of the school leaders, this case study, completed over a twelve month period, triangulated data through interviews, observations and documents. A conceptual framework guided the initial data analysis followed with the identification of emerging patterns. The data indicated three major factors which shaped the implementation of a model bilingual program: political landscape, the district instructional leadership which shaped the principals’ interactions. First, the standards movement and accountability measures of the NCLB Act (2002) surfaced as a major catalyst at all levels. This legislation motivated this district to align standards, instruction and assessment to improve outcomes while pressuring principals to focus on test results (Honig, Copland, Rainey, Lorton & Newton, 2010; Johnson & Chrispeels, 2010). Accordingly, relational and structural organizations emerged as key factors in supporting the teaching and learning process (Johnson & Chrispeels, 2010). As district supervisors aligned the curriculum for all learners and provided consistent professional development, a knowledgeable bilingual director designed and supervised the district-wide bilingual program. Expert bilingual staff integrated initiatives throughout the system while maintaining the philosophical integrity of the bilingual program (Darling-Hammond et al., 2005; Griego-Jones, 1995). Finally, the principals’ cultural responsiveness and collaborative leadership styles influenced their interactions with school and community members (Carranza, 2010; Murphy, Elliott, Goldring & Porter, 2006). In summary, all district and school level administrators assumed responsibility for specific features of the bilingual program while all bilingual personnel expanded their responsibilities to implement district-wide initiatives.
Subject
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Topic
Educational Administration and Supervision
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Title
Rutgers University Electronic Theses and Dissertations
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ETD_4025
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electronic resource
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Extent
x, 232 p. : ill.
Note
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Ed.D.
Note
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Includes bibliographical references
Note
(type = statement of responsibility)
by Elizabeth Jane Franks
Subject
(authority = ETD-LCSH)
Topic
Educational leadership--United States--Case studies
Subject
(authority = ETD-LCSH)
Topic
Education, Bilingual--United States--Case studies
Subject
Name
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NamePart
(type = corporate)
United States.--No Child Left Behind Act of 2001
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(authority = ETD-LCSH)
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http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000064997
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Graduate School of Education Electronic Theses and Dissertations
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rucore10001500001
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NjNbRU
Identifier
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doi:10.7282/T3VX0FGT
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
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Name
FamilyName
Franks
GivenName
Elizabeth
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
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(qualifier = exact);
(point = start)
2012-05-10 13:16:01
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Name
Elizabeth Franks
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Copyright holder
Affiliation
Rutgers University. Graduate School of Education
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License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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