A professional development program for US teachers in the state of Oregon was the context in which this study took place. This five-year hybrid (online and face-to-face) program assisted experienced teachers to adapt their practice to meet the needs of language minority and immigrant students. The positive changes in teacher perceptions and classroom practice are captured in the context of the change process – and not only simply in pre/post fashion. Using classroom observation data combined with threaded online discussions, this study describes patterns and moments of teacher change, and investigates how this multi-layered, differentiated professional development program was effective in training teachers to meet the learning needs of immigrant and language minority students.
The Long-term Economic Outcomes of Refugee Private Sponsorship
An important policy initiative implemented for the past 40 years in Canada, refugee private sponsorship has attracted international attention as Europe continues to grapple with