Degree
Doctor of Philosophy (PhD)
Department
Educational Leadership and Research
Document Type
Dissertation
Abstract
The growth of English Learners enrolling in Louisiana’s public K-12 school systems have prompted system leaders to restructure how teachers are trained and provided professional development. This research highlighted the experiences of public Louisiana teachers and administrators and was conducted to develop an understanding of the programmatic structures needed to support English Learners. This project was purposed to provide insight on how educators are receiving training to differentiate for diverse language needs. Data for this project were collected through surveys and interviews with eight teachers, two quasi-administrators, and two administrators. The findings indicated that teachers lack adequate training needed to support students with diverse language needs. Lack of resources prevented teachers from properly planning effective lessons and communicating with EL families. Additionally, school leaders lacked the foundational skills needed to facilitate teacher development and best practices.
Date
10-29-2024
Recommended Citation
Chenevert, Alexandra L., "An Investigation of Support for K-12 English Learners in Louisiana Public Schools: A Cross Case Study" (2024). LSU Doctoral Dissertations. 6637.
https://repository.lsu.edu/gradschool_dissertations/6637
Committee Chair
Sulentic Dowell, Margaret-Mary
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Language and Literacy Education Commons, Teacher Education and Professional Development Commons