Date of Award

2022

Document Type

Dissertation in Practice

Degree Name

Ed.D.

Organizational Unit

Morgridge College of Education, Educational Leadership and Policy Studies

First Advisor

Kristina Hesbol

Second Advisor

Lolita Tabron

Third Advisor

Erin Anderson

Keywords

CLDE, Confianza, English language learner (ELL), Equity, Leadership, Multicultural

Abstract

The focus of this study was to increase teachers’ and school leaders’ capacity and awareness to be better multicultural leaders for English Language Learner (ELL) students. This study produced several recommendations to address this issue. During this study, I used improvement science as the methodology and included a variety of stakeholders as participants. The conceptual framework used to guide this study included community cultural wealth and funds of knowledge. Using both the voices of ELL families and the input of the school equity team, which includes teachers and a school leader, we collaboratively created a six-stage intervention program to increase capacity and awareness for becoming better multicultural leaders for ELL students. The six stages of improvement science contained four PDSA cycles which revolved around four change ideas. The change ideas were: definitions and demographics, ELL students and the composition of public schools, Mexican community cultural wealth and funds of knowledge, and Guatemalan community cultural wealth and funds of knowledge. The purpose of all four of these change ideas was to build awareness and capacity for becoming a multicultural leader for ELL students.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Alfredo Pargas

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

206 pgs

Discipline

Education

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