Learning to get it right: Understanding change processes in professional development for teachers of English learners.

Year Published:

Abstract

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.

Citation

Relevant Evidence Summaries

The evidence was reviewed and included in the following summaries: 

What Professional Development Activities Will Help PK–12 Teachers Create Culturally Responsive Learning Environments?

While evidence is limited, suggestive studies describe multiple potential strategies that may help teachers build culturally responsive learning environments. Teacher professional development programs that offer concrete tasks of teaching, assessment, observation, and reflection may produce higher student test scores. Professional learning communities may help achieve the goals of creating more equitable and culturally responsive classrooms. […]

About this study

AGE: Adults

DIRECTION OF EVIDENCE: Positive impact

FULL TEXT AVAILABILITY: Paid

GENDER: All

HOST COUNTRY: United States

HOST COUNTRY INCOME: High

INTERVENTION DURATION: 5-years

INTERVENTION: Teacher professional development

OUTCOME AREA: Education

REGION OF ORIGIN OF PARTICIPANT(S): North America

STRENGTH OF EVIDENCE: Suggestive

TYPE OF STUDY: Suggestive evidence

YEAR PUBLISHED: 2014

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