Analysis of Differentiated Instruction in ELL Teachers' Professional Development: A Case Study

Autor/in	Chien, Grace Chin-Wen
Titel	Analysis of Differentiated Instruction in ELL Teachers' Professional Development: A Case Study
Quelle	In: Teacher Education and Practice, 25 (2012) 1, S.77-86 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-6459
Schlagwörter	Individualized Instruction; Professional Development; Case Studies; English Language Learners; Coaching (Performance); Teacher Workshops; Teaching Methods; Observation; Interviews; Position Papers; Course Content; Learning Processes; Knowledge Base for Teaching; Program Evaluation; Instructional Effectiveness; Teacher Education Programs + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Interviewing; Interviewtechnik; Positionspapier; Kursprogramm; Learning process; Lernprozess; Teaching theory; Theory of teaching; Unterrichtstheorie; Programme evaluation; Programmevaluation; Unterrichtserfolg
Abstract	Starting in the fall of 2009, ELL (English-language learner) instructional coaches began to provide workshops to ELL and general education teachers in a northwest American city. This article aims to analyze the differentiated instruction provided in the workshops. Data in this study include observational field notes, interviews, and documents. Differentiated instruction in content, process, and product were provided in the workshops. Such differentiated instruction was beneficial for ELL teachers' professional development because differentiated instruction not only meets the different needs of ELL teachers but provides them with different methods for processing ideas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10