Affecting Change in Teachers’ Preparation for, Effectiveness in, and Beliefs About Teaching English Learners

• In Event: Roundtable Session 1
  In Roundtable Session: Affecting Change in English Language Learning Through Teacher Professional Development

Abstract

This five-year study is one piece of a longitudinal of the impact of a National Professional Development (NPD) grant designed to increase academic achievement for English Learners (ELs) via collaborative professional development in a Professional Development School network and a college of education. This study reveals the need for sustained, systemic, and systematic work to create schools that are agents of change. Researchers investigate three areas of professional development and the level of impact over five years of cooperation with the PDS. The three areas include: teacher preparation to teach ELs, teacher effectiveness in the classroom, teacher beliefs about teaching ELs.

Authors

• Mary Catherine Nino, Stephen F. Austin State University

• Betty Jane Alford, Stephen F. Austin State University