Leadership Practices in Diverse Elementary School Communities: Reflections of Ten Principals Regarding the Literacy Learning of English Language Learning Students
Bibliographic record
Abstract
This thesis examined what means a group of elementary school principals in multicultural communities used to support and imporve the language learning of English Language Learning (ELL)students. In this thesis, multicultural communities are defined as urban schools which have a majority of students whose mother tongue is not English. Although they are challenged to value and honour the diversity of their school communities, these principals must also ensure that their teachers meet the mandated rigors of the Ontario curriculum, and that the students attain desired levels of achievement as defined by the Ontario Ministry of Education. In an increasing number of schools in the Greater Toronto Area (GTA) ELL students form a majority of the student population; yet this reality is barely acknowledged in provincial educational policy or in the professional education of Ontario's school principals. Nor has the educational research adequately addressed the challenges of educating ELL students over the past thirty-five years. The research literature on the characteristics, activities, and behaviour of effective school principals rarely mention their knowledge of other cultures and languages or their expertise related to ethnic and racial diversity. Semi-structured interviews were used to capture the responses of ten elementary school principals of multicultural school communities. The findings indicate that principals who were successful in leading multicultural school communities and improving the literacy achievement of ELL students had a deep understanding of literacy development; cultural needs of the community; and ESL issues. Although much of the leadership framework is similar to principalship in non-multicultural school communities, principals identified a number of leadership competencies that are particular to a diverse community. The findings have implications for the courses which prepare principals for these schools; the professional development of senior administrators; and the choice of personnel suitable for leadership roles in multicultural communities.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.013 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.025 | 0.008 |
| Scholarly communication | 0.008 | 0.002 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.002 | 0.007 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".