Document Type
Article
Publication Date
9-5-2021
Publication Title
International Multilingual Research Journal
Volume
16
Issue
2
Pages
93-112
Publisher Name
Taylor and Francis Group
Abstract
Shortcomings in schools’ efforts to serve English learners (ELs) are often both a function of the continuing scarcity of teacher education and the ability of schools to implement high-quality professional development (PD) to successfully prepare effective teachers for this marginalized student population. Scant literature addresses the processes for initiating EL-focused PD, as well as the effectiveness of PD at the school-wide level. In this study, survey data collected from designing and delivering PD were examined to ascertain what makes for effective PD with respect to teaching ELs. Results of this multi-phase study suggest that educators are looking for not only how they can assess and accommodate the learning needs of ELs, but also how to better support the larger contexts in which they learn. Additional findings included the need for learning specific types of strategies, conceptual frameworks, and interventions to help ELs learn both literacy, as well as in specific content areas. Implications for designing and evaluating EL-focused PD are discussed.
Recommended Citation
Vera, Elizabeth M.; Heineke, Amy J.; Israel, Marla Susman; Hill, Martin; Goldberger, Nancy; Hook, Kimberly; and Anderson, Bernasha. Learning about English Learners: Teachers’ and Leaders’ Perceptions of Effective Professional Development. International Multilingual Research Journal, 16, 2: 93-112, 2021. Retrieved from Loyola eCommons, Education: School of Education Faculty Publications and Other Works, http://dx.doi.org/10.1080/19313152.2021.1971474
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Copyright Statement
© Taylor and Francis Group, 2021
Comments
Author Posting © Taylor and Francis Group, 2021. This is an Accepted Manuscript version of the following article, accepted for publication in International Multilingual Research Journal. Vera, E. M., Heineke, A., Israel, M., Hill, M., Goldberger, N., Hook, K., & Anderson, B. (2021). Learning about English learners: teachers’ and leaders’ perceptions of effective professional development. International Multilingual Research Journal, 16(2), 93–112. https://doi.org/10.1080/19313152.2021.1971474. It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.