Citation

A Photovoice Examination of How Principals Influence Teachers’ Perceptions of ELLs

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Abstract:

Current research states that principals’ leadership practices influence student learning by taking an indirect approach. Using Photovoice, this study’s preliminary findings suggest that a principal first directly influences the teachers’ perceptions of ELLs, which in turn affect their classroom practices, before making an impact at the student achievement level. The findings further indicate how teachers internally process leadership practices via distributed leadership, self-efficacy, and social justice.

Most Common Document Word Stems:

particip (34), teacher (31), leadership (23), princip (22), student (21), practic (19), research (17), ell (15), english (13), categori (12), influenc (12), need (10), school (10), well (9), chang (9), studi (9), examin (9), level (8), monolingu (8), year (8), meet (8),
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Association:
Name: UCEA Annual Convention
URL:
http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p378355_index.html
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MLA Citation:

Astorga, Angie. "A Photovoice Examination of How Principals Influence Teachers’ Perceptions of ELLs" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, Nov 19, 2009 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378355_index.html>

APA Citation:

Astorga, A. , 2009-11-19 "A Photovoice Examination of How Principals Influence Teachers’ Perceptions of ELLs" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California Online <PDF>. 2014-11-28 from http://citation.allacademic.com/meta/p378355_index.html

Publication Type: Poster
Review Method: Peer Reviewed
Abstract: Current research states that principals’ leadership practices influence student learning by taking an indirect approach. Using Photovoice, this study’s preliminary findings suggest that a principal first directly influences the teachers’ perceptions of ELLs, which in turn affect their classroom practices, before making an impact at the student achievement level. The findings further indicate how teachers internally process leadership practices via distributed leadership, self-efficacy, and social justice.


Similar Titles:
Examining the Effects of Mentor Teacher’s Leadership Practices Levels of Interaction on Student Intern’s Efficacy in the Learning Organizations of Professional Development Schools

An Examination of Literacy Leadership: Case Study of Two Urban Charter School Principals’ Literacy Leadership and Practices in an Era of Reform

The new face of private schools in Zimbabwe: A case study on Teachers’ perceptions of the influence of changes in student composition on school discipline.


 
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