Learning about English learners: Teachers’ and leaders’ perceptions of effective professional development.

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Shortcomings in schools’ efforts to serve English learners (ELs) are often both a function of the continuing scarcity of teacher education and the ability of schools to implement high-quality professional development (PD) to successfully prepare effective teachers for this marginalized student population. Scant literature addresses the processes for initiating EL-focused PD, as well as the effectiveness of PD at the school-wide level. In this study, survey data collected from designing and delivering PD were examined to ascertain what makes for effective PD with respect to teaching ELs. Results of this multi-phase study suggest that educators are looking for not only how they can assess and accommodate the learning needs of ELs but also how to better support the larger contexts in which they learn. Additional findings included the need for learning specific types of strategies, conceptual frameworks, and interventions to help ELs learn both literacy, as well as in specific content areas. Implications for designing and evaluating EL-focused PD are discussed.

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About This Study:

Intervention(s): Teacher Professional Development
Intervention Duration: Unknown
Relevant ORR Program: Refugee School Impact Program
Study Type: Suggestive evidence
Full Text Availability: Paid
Direction of Evidence: No impact
Strength of Evidence: Suggestive
Population(s): Other
Gender(s) of Participants: All
Age(s) of Participants: Adults
Region(s) of Origin of Participants: North America