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Administrator Preparation Gap: Knowledge of English Language Learners and English Language Teaching

Brandy C Judkins, University of Nebraska - Lincoln

Abstract

Preparation of administrators to work with English language learners has received little to no attention in research scholarship and program development. This survey-based quantitative study sought to address that gap through examining principal knowledge and perceptions of English language learners, English language teaching, and second language acquisition through systems theory lens. The guiding research question was “What is the state of educational administrator preparation to work in schools that serve English language learners within Midwestern City district?” Specifically, factors that may influence knowledge of English Language Learners and English Language Teaching were examined and discussed. Weak relational links were found due to small sample size; however, more experienced principals were found to be more self-critical of their own knowledge while having more actual knowledge. Finally, implications for reculturing district professional development to better prepare principals to meet the needs of the English language learners in their schools were specifically discussed.^

Subject Area

Educational administration|Education

Recommended Citation

Judkins, Brandy C, "Administrator Preparation Gap: Knowledge of English Language Learners and English Language Teaching" (2018). ETD collection for University of Nebraska - Lincoln. AAI10845348.
http://digitalcommons.unl.edu/dissertations/AAI10845348

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