"It's Like Fuel": Igniting Rural English Learner Education through Place-Conscious Professional Development

Autor/inn/en	Coady, Maria R.; Marichal, Nidza; Olszewska, Aleksandra; Ankeny, Raisa; Long, Andrew; Shafiei, Hamed; Chakraborty, Riya
Titel	"It's Like Fuel": Igniting Rural English Learner Education through Place-Conscious Professional Development
Quelle	In: Journal of Research in Rural Education, 39 (2023) 1, S.1-18 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-0670
Schlagwörter	English Language Learners; Rural Schools; Place Based Education; Faculty Development; Graduate Study; Rural Education; Elementary School Teachers; Middle School Teachers; High School Teachers; Teacher Collaboration + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Aufbaustudium; Graduiertenstudium; Hauptstudium; Ländliche Erwachsenenbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Lehrerkooperation
Abstract	Rural schools and communities across the United States are increasingly diverse--linguistically, racially, and culturally. As rural schools experience this diversity, the need for well-prepared educators (teachers, leaders, counselors, and coaches) has continued to grow. This three-year study consisted of a place-conscious educator professional development program aimed to support rural English learners (Els) and their families. Participants engaged in six hybrid graduate level courses with onsite meetings, coaching, and classroom support. Data for this study derived from participating educators' coursework, focus groups, material archives, observations, and fieldnotes. Data were analyzed following open and axial coding techniques, collapsed into categories, and merged into themes. Data indicated that the collaboration that emerged from the professional development was relational, equal, and synergistic in nature. This collaboration appeared to be pivotal in creating and implementing new supports for ELs and more equitable education for EL students and families. (As Provided).
Anmerkungen	Penn State University College of Education, Center on Rural Education and Communities. 310B Rackley Building, University Park, PA 16802. Tel: 814-863-2031; Web site: https://jrre.psu.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01