Doctor of Philosophy / Curriculum and Instruction Programs / Margaret G. Shroyer / This qualitative case study focused on 11 non-traditional, ELL, Latinas within a community-based, teacher education program. The purpose of the study was: (a) to explore the various internal characteristics and external factors that foster Latina, English language learner (ELL), non-traditional students’ resiliency in reaching and remaining in college and (b) to determine what ways these internal characteristics and external factors influenced participants’ desire to pursue and ability to persist in teacher education. The researcher utilized two primary sources of data, (1) an autobiographical, qualitative survey, and (2) individual in-depth, semi-structured interviews. As a secondary source, the researcher used academic documents to provide context for student success in the program. The internal characteristic of sense of purpose and a future (demonstrated in participants’ determination, identity, and responsibility) proved to be most protective for participants’ resiliency. Caring relationships (with the features of: consejos (advice or homilies), quality not quantity, and high expectations in the context of care) proved to be the most significant external factor for fostering participant resiliency. The study also identified the overarching emergent theme of advocacy inspired by hardship found among participant discourse. Within this theme, findings indicated that, as a result of their cultural and experiential understandings, participants were able to enact culturally responsive teaching with their Latino/a students. Furthermore, participants demonstrated a strong sense of agency to improve the education outcomes of culturally and linguistically diverse (CLD) students and a desire to advocate specifically on behalf of ELL Latino/as students.

As the practice of social justice in traditional schools becomes embedded in the discourse of educational settings (Theoharis, 2007), school leaders are increasingly being required to practice social justice leadership by identifying and initiating practices that engage students from diverse and under-served backgrounds. The purpose of this study was to identify the leadership practices of six former and current principals who have led National ESEA Distinguished Schools (formerly National Title I Distinguished Schools) in the United States. These principals work with diverse student populations that typically struggle to make academic gains and meet state standards. As such, this study sought to delve into the leadership practices of Title I principals. By understanding the leadership practices in which these principals engaged, and how consistent these practices are with the principles of social justice, a model of social justice leadership can be postulated for consideration. A qualitative research methodology, in-depth phenomenological interviews (Seidman, 2013) was used. Open-ended questions were posed during the semi-structured interviews of the principals. The findings in this study provide details on what actions six Title I principals from districts across the United States took to lead their schools to National ESEA Distinguished School status. These social justice leaders address the social structures of oppression, privilege, and opportunity that can deprive marginalized student groups from access to educational opportunity. Principals reported that the actions they took to ensure equity and fairness were around creating safe and orderly learning environments, professional learning communities, and professional development for staff. / Doctor of Education / This study will provide insight into the leadership practices of Title I principals and how they successfully led Title I schools and gained national recognition. The National Elementary and Secondary Education Act (ESEA) Distinguished Schools (formerly National Title I Distinguished Schools) Programs recognizes schools for their growth in student academic achievement. The purpose of this study was to identify the leadership practices of these principals and to understand how consistent these practices are with the principles of social justice leadership. The target population of the study was principals from six Title I schools who obtained National Distinguished ESEA School status. These principals work with diverse student populations that typically struggle to make academic gains and meet state standards. Each principal participated in a 60-minute, semi-structured interview. The purpose of the interview was to uncover and encapsulate a person's experience (Seidman, 2013). The analysis of the experiences of these leaders provided a lens that other school leaders might consider to improve their leadership practice. The data analysis indicated that these social justice leaders address the social structures of oppression, privilege, and opportunity that can deprive marginalized student groups of access to educational opportunity. Principals reported that the actions they took to ensure equity and fairness were around creating safe and orderly learning environments, professional learning communities, and professional development for staff. Findings from the study indicated more research is needed on the practices of social justice leadership.

The purpose of this study was to investigate the perceptions of administrators, guidance counselors, and classroom teachers in the high schools of Northeast Tennessee regarding their schools’ academics, climate, culture, parent engagement, and their English Language Learners’ school experiences. The researcher sought to ascertain if significant differences exist between the perceptions of different groups of educational professionals in the school, with those groups to include school administrators, guidance counselors, and classroom teachers. Data were analyzed from 50 survey questions with 42 of those questions measured on a 5-point Likert scale, 5 questions as multiple choice, and 3 questions as open-ended. Data were collected through an online survey program, Survey Monkey. The survey was distributed to 12 school districts consisting of 39 high schools. There was a 23% response rate among administrators, a 29% response rate among counselors, and a nearly 10% response rate among teachers. There were no significant variations of the participants’ perceptions of their schools’ conduciveness to ELLs’ success with regard to classroom practice, student resilience, school climate, school culture, and the strength of home and school partnership.

Prevailing research presents evidence that links language proficiency to fundamental literacy acquisition. However, when language and literacy acquisition are simultaneous, as is the case with young (4-6 years) English language learners (ELL’s), who acquire literacy in a language not spoken at home in B.C. Canada, the research is limited. The aim of the study was to explore and compare the language and literacy profiles (LLP) of ELL’s and monolingual learners. The normative processes as elucidated in the theoretical frameworks of Bronfenbrenner’s ecosystemic model, Vygotsky’s sociocultural model and the Critical Theory (CT) model informed the comparative framework. In addition, the second language acquisition (SLA) theoretical frameworks purported by Chomsky, Vygotsky and Krashen are elaborated upon. A causal comparative approach to the mixed model research design and a complementary mixed methods approach is applied to the study. The study interactively investigated the cultural and linguistic diversity (CALD) of ELL’s and sought statistically significant differences between the language and literature profiles (LLP) of 25 ELL’s and his/her parent - whose home language is other than English during first time literacy acquisition - and 25 monolingual learners and his/her parent (selected via a simple, purposive, random sample strategy) when English is the language medium used in the inclusive classroom. The qualitative findings delineated the LLP of the ELL’s with regard to CALD, biographic and background details; the quantitative findings, delineated the at risk educationally vulnerable minority by virtue of their limited English proficiency (LEP) and limited emergent literacy and language profile (LLP). The identification of the at risk educationally vulnerable minority, informed the proposed theoretical framework for the study, namely, namely, LLP - Semiotic Scaffolding-From Theory to Practice and the attendant curriculum. Findings are discussed comparatively with the classic and current theoretical frameworks pertaining to child development, language acquisition for both first and second language acquisition (SLA) in addition to globalisation, inclusive education and social justice. The implication of the findings for policy makers, curriculum planners, schools, teachers, classrooms, parents and the learners are discussed. Opportunities for further research are noted. / Psychology of Education / D. Ed. (Psychology of Education)

Prevailing research presents evidence that links language proficiency to fundamental literacy acquisition. However, when language and literacy acquisition are simultaneous, as is the case with young (4-6 years) English language learners (ELL’s), who acquire literacy in a language not spoken at home in B.C. Canada, the research is limited. The aim of the study was to explore and compare the language and literacy profiles (LLP) of ELL’s and monolingual learners. The normative processes as elucidated in the theoretical frameworks of Bronfenbrenner’s ecosystemic model, Vygotsky’s sociocultural model and the Critical Theory (CT) model informed the comparative framework. In addition, the second language acquisition (SLA) theoretical frameworks purported by Chomsky, Vygotsky and Krashen are elaborated upon. A causal comparative approach to the mixed model research design and a complementary mixed methods approach is applied to the study. The study interactively investigated the cultural and linguistic diversity (CALD) of ELL’s and sought statistically significant differences between the language and literature profiles (LLP) of 25 ELL’s and his/her parent - whose home language is other than English during first time literacy acquisition - and 25 monolingual learners and his/her parent (selected via a simple, purposive, random sample strategy) when English is the language medium used in the inclusive classroom. The qualitative findings delineated the LLP of the ELL’s with regard to CALD, biographic and background details; the quantitative findings, delineated the at risk educationally vulnerable minority by virtue of their limited English proficiency (LEP) and limited emergent literacy and language profile (LLP). The identification of the at risk educationally vulnerable minority, informed the proposed theoretical framework for the study, namely, namely, LLP - Semiotic Scaffolding-From Theory to Practice and the attendant curriculum. Findings are discussed comparatively with the classic and current theoretical frameworks pertaining to child development, language acquisition for both first and second language acquisition (SLA) in addition to globalisation, inclusive education and social justice. The implication of the findings for policy makers, curriculum planners, schools, teachers, classrooms, parents and the learners are discussed. Opportunities for further research are noted. / Psychology of Education / D. Ed. (Psychology of Education)

Research has shown that literacy acquisition and the ultimate realisation of literacy, comprehension of the written text requires more than the ability to decode individual words. This study brings together a synthesis of current research on early language acquisition, language structure, vocabulary development and its intrinsic underpinning of comprehension in monolinguals thereby providing a theoretical framework for a comparative study of limited English proficient learners (LEP’s)/English language learners (ELLs) acquiring first time literacy with the attendant vocabulary deficits and age appropriate decoding skills. A quantitative and qualitative study examines the statistical differences between reading, vocabulary, rapid automatic naming (RAN/decoding) and comprehension when a learner born of foreign parents acquires first time literacy in a language other than the language spoken at home. The study isolates and specifies an at risk educational minority through the identification of a hidden comprehension deficit (HCD). In summarising the main findings from the literature review and the empirical investigation, an “at risk educational minority” was identified and isolated through the identification of the HCD. The envisioned outcome was achieved and the hypothesis accepted. / Educational Studies / M. Ed. (Inclusive Education)

Research has shown that literacy acquisition and the ultimate realisation of literacy, comprehension of the written text requires more than the ability to decode individual words. This study brings together a synthesis of current research on early language acquisition, language structure, vocabulary development and its intrinsic underpinning of comprehension in monolinguals thereby providing a theoretical framework for a comparative study of limited English proficient learners (LEP’s)/English language learners (ELLs) acquiring first time literacy with the attendant vocabulary deficits and age appropriate decoding skills. A quantitative and qualitative study examines the statistical differences between reading, vocabulary, rapid automatic naming (RAN/decoding) and comprehension when a learner born of foreign parents acquires first time literacy in a language other than the language spoken at home. The study isolates and specifies an at risk educational minority through the identification of a hidden comprehension deficit (HCD). In summarising the main findings from the literature review and the empirical investigation, an “at risk educational minority” was identified and isolated through the identification of the HCD. The envisioned outcome was achieved and the hypothesis accepted. / Educational Studies / M. Ed. (Inclusive Education)