The research described in this paper involved two schools in New Zealand which serve a minority population of English Language Learners. McGee, Haworth, and MacIntyre felt the two schools selected were representative of elementary schools in New Zealand. The research involved interviews of school staff and leadership at various levels, sharing and discussion of data mid-way through the project, discussion of the results, and collecting comments regarding the written findings. McGee, Haworth, and MacIntyre found 4 leadership practices which support English Language Learners and 2 leadership practices which did not benefit these students. The supportive practices were: having a clear focus on and goals for ELL learning, encouraging staff to deepen their ELL knowledge and become role models, providing professional development focusing on ELL pedagogy, and supporting ELL learning through collaborative structures and systems.
Te?llez, K., & Manthey, G. (2015). Teachers’ perceptions of effective school-wide programs and
strategies for English language learners. Learning Environments Research, 18(1), 111-127.
doi:10.1007/s10984-015-9173-6
This paper described research based on anonymous surveys of teachers from elementary schools throughout the state of California. The data was limited to teachers whose classroom populations included 10% or more English Language Learners. The teachers surveyed rated their school’s collective efficacy (which the researchers linked to student performance), school climate, effectiveness of ELL strategies, and effectiveness of ELL programs. Twenty teacher interviews were conducted to provided qualitative information. Te?llez and Manthey found that teachers were generally confident about the ELL strategies and programs implemented at their schools. Teachers rated their self-efficacy as related to their school’s collective efficacy. Teachers in schools with a positive climate developed a strong belief in the ELL instructional practices as their schools. Schools with strong collective efficacy tended to have stronger perceptions of their ELL practices. This research suggests that a positive climate and building collective efficacy may lead to stronger ELL practices.
Reyes, A., ; Garcia, A. (2014). Turnaround Policy and Practice: A Case Study of Turning
Around a Failing School with English-Language-Learners. The Urban Review, 46(3), 349-
371. doi:10.1007/s11256-013-0261-6
This paper describes a case study of leadership practices used by a principal at a failing school, James Elementary in Texas, over the course of four years, from his hiring in 1999 to 2004. James Elementary was high-poverty and had a large population of Hispanic students and English Language Learners. Reyes and Garcia observed the principal and conducted principal and teacher interviews. The school, which had spent four years at the lowest level of effectiveness, entered the highest level of effectiveness after interventions put in place by the turnaround principal. The findings showed three areas which impacted the turnaround: improved school culture, a focus on achievement, and parental involvement. Across these areas, there was a theme of building collective capacity.
Peercy, M., Ditter, M., ; Destefano, M. (2017). “We Need More Consistency”: Negotiating the
Division of Labor in ESOL-Mainstream Teacher Collaboration. Tesol Journal, 8(1), 215-239.
This paper describes a small study held at an elementary school, which was part of a larger study being conducted by the same researchers. The school had a large English Language Learner population (44%), and 86% of students received free or reduced-price meals. The study focused on the collaboration between an English for Speakers of Other Languages (ESOL) teacher and a kindergarten teacher. Peercy, Ditter, and Destefano discussed the need for ESOL teachers and classroom teachers to have time and tools for collaborative communication and planning. They discussed the importance of having dedicated time and a consistent schedule for co-teaching, with reduced interruptions for testing, so that each teacher could make meaningful contributions during his or her time with students.
Orosco, M., ; Klingner, J. (2010). One School’s Implementation of RTI with English Language
Learners: “Referring into RTI”. Journal of Learning Disabilities, 43(3), 269-88.
doi:10.1177/0022219409355474.
This study involved the implementation of response-to-intervention (RTI) at one elementary school with a large English Language Learner (ELL) population (80%). Many ELL students, 39% of the ELL population, were classified as special education. This school was also high poverty, with 98.9% of students receiving free or reduced-price lunch. This study involved interview, observations, and a review of assessment and instructional documentation. Orosco and Klingner found that this particular school’s RTI model was ineffective for four reasons. The assessment and instructional strategies were not aligned to ELL student needs, the school staff had a negative perceptions of ELL students, teachers were not trained adequately to meet ELL needs, and the school did not have the RTI materials it needed.