Date of Award

11-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

First Advisor

Jen Kleiber, EdD

Second Advisor

Jenelle Stone, Ph.D

Abstract

The purpose of this Improvement Science Dissertation in Practice (ISDiP) was to enhance and support an elementary school staff’s knowledge on Dual Language Immersion (DLI). This study focused on supporting a group of educators for a school new to a mandated DLI program. Together, the Network of Improvement Community (NIC) and principal created Professional Development (PD) for Seashore Elementary school staff to supplement the DLI implementation process in its first year.There were three sessions of the PD presented to the school staff focused on the three pillars of DLI: (1) bilingualism and biliteracy, (2) grade-level academic achievement, and (3) cross-cultural competence (Howard et al., 2018). Surveys were conducted prior, during, and after the PD sessions to inform the content being presented and adjust PD sessions to meet participants' needs. The results of the survey data indicated an increase in participants’ knowledge and awareness, along with a positive shift in participants’ perceptions, highlighting the significance of professional development for all staff members who are part of DLI implementation.

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