Administrators' Assessment of Bilingual Teachers' Fidelity and Implementation of Bilingual Instructional Models
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Administration
Date of Award
Fall 2020
Abstract
Presently, across the nation, immigration headlines grip the public's attention with negative messages, under the assumption that immigrants are stereotyped as either individuals with criminal intent or people who are unpatriotic to the United States. Under this thought, politicians scramble to meet the needs of their state by protecting their borders by sending National Guard members and increasing policing measures. Meanwhile, public school administrators know they, too, must prepare their public schools to meet the educational needs of the vastly increasing numbers of immigrant students. By proactively meeting the needs of the ever-growing influx of undocumented children who will soon seek public education in local schools and enrollment in bilingual programs, administrators care for all of their students. Additionally, current enrollment in Bilingual educational programs offer administrators particular challenges to provide English language learners (ELLs) academic programs that meet the needs of language acquisition, the achievement of state standards, and passing scores of state testing. Bilingual educational programs are designed to immerse students in public education by specifically targeting English language acquisition via one of three established models. The three established models’ dual language, English immersion, or sheltered English have specified outcomes and are selected by school districts to fit the needs of their program. Administrators are left to evaluate the implementation of these models and teacher effectiveness by evaluating the fidelity of the models. They must evaluate their programs, the effectiveness of implementation, and ensure teacher fidelity of the bilingual instructional models. In this study, the researcher presents vital information to assist administrators as they evaluate their respective district's bilingual instructional model and the effectiveness of their teachers' fidelity to said bilingual instructional model. The data for this study was gathered from public school administrators and teachers through virtual interviews. It is anticipated that the results of this qualitative narrative research study will assist educators by offering recommendations critical to aid with future administrative and teacher guidance.
Advisor
Ava Muñoz
Subject Categories
Education | Educational Administration and Supervision
Recommended Citation
Acosta, Inelda, "Administrators' Assessment of Bilingual Teachers' Fidelity and Implementation of Bilingual Instructional Models" (2020). Electronic Theses & Dissertations. 238.
https://digitalcommons.tamuc.edu/etd/238
