Dallas Campus (Online)
Date of Award
Doctor of Education
Committee Chair or Primary Advisor
Second Committee Member or Secondary Advisor
Third Committee Member or Committee Reader
ESL students make a small population in rural, remote secondary schools. One ESL student can have a profound impact on the academic measures taken on state accountability tests. The gap between an ESL student’s achievement and that of native English-speaking peers is disproportionate. The actions of principals and campus leaders directly impact the teacher’s ability to support English language learners’ (ELL) ESL needs. A problem exists on what principals and campus leaders can do to help ESL students’ needs in a rural, remote secondary setting. The purpose of this exploratory single case study was to identify the actions campus leaders and principals take toward promoting professional development for ELL practices in rural, remote Texas secondary schools serving less than 20 ELLs per grade level. This single-exploratory case study investigated one remote rural school in East Texas using a questionnaire and semistructured interview. The study findings indicated that principals and campus leaders encourage but do not require professional development specific to ESL practice and pedagogy but relate other training and professional development to apply to many populations. Teachers, campus leaders, and principals find the smaller population is a factor in the professional development and services provided to the ESL population. As a result, campus leaders and principals need to examine ESL students’ proficiency and adjust professional development on ESL pedagogy and practice to serve the ESL rural, remote population better.
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Valdez, Annamarie, "Exploring Actions Toward Supporting English Language Learners in a Rural Remote Secondary Setting" (2021). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 307.
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