Job-Embedded Professional Development for Teachers of English Learners: Preventing Literacy Difficulties through Effective Core Instruction

Autor/inn/en	Cavazos, Linda; Linan-Thompson, Sylvia; Ortiz, Alba
Titel	Job-Embedded Professional Development for Teachers of English Learners: Preventing Literacy Difficulties through Effective Core Instruction
Quelle	In: Teacher Education and Special Education, 41 (2018) 3, S.203-214 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406418758465
Schlagwörter	Mixed Methods Research; Faculty Development; English Language Learners; Pedagogical Content Knowledge; Teaching Skills; Grade 1; Elementary School Teachers; Pretests Posttests; Knowledge Level; Urban Schools; Reading Instruction; Spanish Speaking; Reading Skills; Teacher Surveys; Teacher Attitudes; Observation; Interviews; Texas + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Wissensbasis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Leseunterricht; Reading skill; Lesefertigkeit; Lehrerverhalten; Beobachtung; Interviewing; Interviewtechnik
Abstract	This mixed methods descriptive study examined the effects of job-embedded professional development (JEPD) in reading on the content knowledge and instructional practice of teachers of English learners (ELs). Four first-grade teachers of ELs at one urban elementary school received JEPD over the course of a year. Results of pre- and posttests of teacher knowledge and classroom observations indicated that teachers' reading content knowledge increased and that they used more evidence-based practices. JEPD shows promise as an approach that accommodates teachers' varying levels of knowledge and experience in preparing them to meet the diverse needs of their students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01