Investigating the Impact of Professional Development on Teachers' Instructional Time and English Learners' Language Development: A Multilevel Cross-Classified Approach

Autor/inn/en	Tong, Fuhui; Luo, Wen; Irby, Beverly J.; Lara-Alecio, Rafael; Rivera, Hector
Titel	Investigating the Impact of Professional Development on Teachers' Instructional Time and English Learners' Language Development: A Multilevel Cross-Classified Approach
Quelle	In: International Journal of Bilingual Education and Bilingualism, 20 (2017) 3, S.292-313 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2015.1051509
Schlagwörter	Faculty Development; English Language Learners; Expressive Language; Vocabulary Development; Oral Reading; Reading Fluency; Time Management; Elementary School Students; Teaching Methods; Intervention; Language Proficiency; Academic Discourse; Spanish Speaking; Second Language Learning; Outcomes of Education; Literacy; Bilingualism; Educational Quality; Statistical Analysis; Language Tests; Emergent Literacy; Reading Tests; Hierarchical Linear Modeling; Elementary School Teachers; Classroom Observation Techniques; Texas; Woodcock Language Proficiency Battery; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Zeitmanagement; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Discourse; Diskurs; Zweitsprachenerwerb; Lernleistung; Schulerfolg; Alphabetisierung; Schreib- und Lesefähigkeit; Bilingualismus; Quality of education; Bildungsqualität; Statistische Analyse; Language test; Sprachtest; Frühleseunterricht; Lesetest; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	We examined the direct impact of an ongoing, intensive, and structured professional development (PD) within an English-as-second-language (ESL) instructional intervention on (a) teachers' time allocation in cognitive--academic language proficiency (CALP) and (b) Spanish-speaking English language learners' (ELLs) CALP development from the second to third grade within a multilevel cross-classified framework. Second, we explored the mediation effect of teachers' time allocation. We observed that treatment teachers spent more time in CALP than control teachers as a result of the instructional intervention with PD. In addition, the treatment effect was evident in ELLs' outcomes, including expressive vocabulary, oral reading fluency, and retell fluency. Finally, the treatment effect was completely mediated through teachers' time allocation in CALP in the second grade on retell fluency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01