Browsing by Department "Educational Leadership"
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ItemAn Examination of Undergraduate ESL Preparation(Middle Tennessee State University, 2014-2-24) Rodgers, Shunda ; Craig, Dorothy ; Educational LeadershipSince the fall of 2004, Middle Tennessee State University (MTSU) has experienced a yearly increase in undergraduates, making MTSU the undergraduate college of Tennessee. MTSU offers a variety of different programs. While the education program teaches, addresses many factors in relation to the skills and techniques required and used in the classroom, it seems to lag in other areas- like ESL (English as a Second Language) education. ESL education is provided in schools across America to students that a have a native language other than English. Moreover, there are several education classes available at MTSU that address literacy in the classroom, practicums, and even a SPED (Special education) class that addresses the needs of special children. However, there is no program or class that addresses the needs of ESL children. So, are we truly preparing education majors for real life issues and situations in the classroom? In this action research, the researcher will interview twelve students, in different classifications, that are currently in the teacher education program. With the data retrieved, the researcher will report its findings to MTSU in hopes of creating a pilot program for ESL preparation for classrooms.
ItemLiteracy practices as predictors of reading achievement /(Middle Tennessee State University, 2012) Miller, Stacey ; Educational LeadershipResearch on educational administration from the past 40 years emphasizes the principal as an instructional leader. However, the research community has done little to specifically examine what literacy knowledge and practices elementary principals need to possess or do regarding literacy teaching and learning. Because federal legislation has increased scrutiny on literacy, the role of the elementary school principal as the instructional leader has intensified. In an era of increased accountability, effective literacy leadership is essential to the development and continued improvement of an elementary school. There is a dearth of research regarding what constitutes necessary literacy knowledge for elementary principals, what skills are needed to assume the role of literacy leader, and which literacy practices are linked to improved student achievement. This study focused on identifying common literacy practices of elementary principals and then determining if those practices impacted student achievement in reading. Survey data were collected to identify the literacy practices and correlated with student achievement data on the 2011 TCAP Achievement Reading Language Arts Test. Initial analyses found no significant relationship between the literacy practices of elementary principals and the reading proficiency of students in grades three through five in their buildings. Further analyses discovered a direct link between school setting and reading proficiency.