This qualitative study explored stakeholders’ (administrators, teachers, and parents) perspectives of English learners in the learning center, a response to intervention model, at a school district in Central California. Research existed concerning the yearly academic growth of students in a learning center, but there was a lack of knowledge about what these stakeholders thought of it. It is important to find out what they think of the program in order to see if it is a positive or negative for English learners. This study adds to the existing scholarship by describing what the stakeholders think of this intervention for English learners. Using interviews and observations, this qualitative study showed that parents of these English learners were satisfied with their children participating in this program and had seen growth in their children over the year. These findings may be useful for administrators, teachers and parents of English learners who want to provide reading intervention like the one at the learning center. This study concludes by providing areas of further research and conclusions.
","abstract_html":"<p>This qualitative study explored stakeholders’ (administrators, teachers, and parents) perspectives of English learners in the learning center, a response to intervention model, at a school district in Central California. Research existed concerning the yearly academic growth of students in a learning center, but there was a lack of knowledge about what these stakeholders thought of it. It is important to find out what they think of the program in order to see if it is a positive or negative for English learners. This study adds to the existing scholarship by describing what the stakeholders think of this intervention for English learners. Using interviews and observations, this qualitative study showed that parents of these English learners were satisfied with their children participating in this program and had seen growth in their children over the year. These findings may be useful for administrators, teachers and parents of English learners who want to provide reading intervention like the one at the learning center. This study concludes by providing areas of further research and conclusions.</p>","abstract_has_math":false,"creators":["Nava, Norma Leticia"],"institution":null,"degree_name":"Doctor of Education (Ed.D.)","degree_level":"Dissertation - Pacific Access Restricted","degree_discipline":"Educational Administration and Leadership","degree_department":null,"school":null,"contributors":["Lynn Brailler"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T05:35:52Z","subjects":["English as a Second Language","School administration","Elementary education","Education","English learners","Learning center","Reading program","Response to intervention","Educational Administration and Supervision","Educational Leadership"],"languages":[],"rights":[],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["9781339784823"],"render_values":[{"text":"9781339784823","href":null,"code":true}]}]},"links":{"outbound_url":"https://scholarlycommons.pacific.edu/uop_etds/41","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lynn Brailler"]},{"key":"dc:creator","label":"Author","values":["Nava, Norma Leticia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-06-29T08:52:25Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Administration and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Pacific Access Restricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["English as a Second Language","School administration","Elementary education","Education","English learners","Learning center","Reading program","Response to intervention","Educational Administration and Supervision","Educational Leadership"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["9781339784823","https://scholarlycommons.pacific.edu/uop_etds/41"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative study explored stakeholders’ (administrators, teachers, and parents) perspectives of English learners in the learning center, a response to intervention model, at a school district in Central California. Research existed concerning the yearly academic growth of students in a learning center, but there was a lack of knowledge about what these stakeholders thought of it. It is important to find out what they think of the program in order to see if it is a positive or negative for English learners. This study adds to the existing scholarship by describing what the stakeholders think of this intervention for English learners. Using interviews and observations, this qualitative study showed that parents of these English learners were satisfied with their children participating in this program and had seen growth in their children over the year. These findings may be useful for administrators, teachers and parents of English learners who want to provide reading intervention like the one at the learning center. This study concludes by providing areas of further research and conclusions.
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