The purpose of this study was to analyze the perceptions of public elementary school principals in Kern County who have participated in the SB 472 ELPD Institute and their preparedness as instructional leaders for teachers teaching English learner students. And to identify what resources, support, and/or professional development opportunities elementary school principals feel that they need as instructional leaders to support teachers teaching English learner students the skills to gain academic English language proficiency and content knowledge. Through the use of a survey instrument and interviews key findings were identified and discussions of the findings in relation to current research literature are noted. Suggestions for future research and recommendations for educators working with the English learner student population are included in this dissertation.
","abstract_html":"<p>The purpose of this study was to analyze the perceptions of public elementary school principals in Kern County who have participated in the SB 472 ELPD Institute and their preparedness as instructional leaders for teachers teaching English learner students. And to identify what resources, support, and/or professional development opportunities elementary school principals feel that they need as instructional leaders to support teachers teaching English learner students the skills to gain academic English language proficiency and content knowledge. Through the use of a survey instrument and interviews key findings were identified and discussions of the findings in relation to current research literature are noted. Suggestions for future research and recommendations for educators working with the English learner student population are included in this dissertation.</p>","abstract_has_math":false,"creators":["Escobar, Marta Elena"],"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":["Antonio Serna"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-01-01T08:00:00Z","date_published":"2010-01-01T08:00:00Z","updated_at":"2026-07-24T05:36:00Z","subjects":["English as a Second Language","Educational leadership","Teacher education","Education","Administrators","English language learners","Professional development","Educational Administration and Supervision"],"languages":[],"rights":[],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["9781109733068"],"render_values":[{"text":"9781109733068","href":null,"code":true}]}]},"links":{"outbound_url":"https://scholarlycommons.pacific.edu/uop_etds/107","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Antonio Serna"]},{"key":"dc:creator","label":"Author","values":["Escobar, Marta Elena"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-06-29T08:54:53Z"]},{"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","Educational leadership","Teacher education","Education","Administrators","English language learners","Professional development","Educational Administration and Supervision"]}]},{"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":["9781109733068","https://scholarlycommons.pacific.edu/uop_etds/107"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to analyze the perceptions of public elementary school principals in Kern County who have participated in the SB 472 ELPD Institute and their preparedness as instructional leaders for teachers teaching English learner students. And to identify what resources, support, and/or professional development opportunities elementary school principals feel that they need as instructional leaders to support teachers teaching English learner students the skills to gain academic English language proficiency and content knowledge. Through the use of a survey instrument and interviews key findings were identified and discussions of the findings in relation to current research literature are noted. Suggestions for future research and recommendations for educators working with the English learner student population are included in this dissertation.
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