Impact of Professional Development on English Language Learner Literary Instruction Quality

• In Event: Impact of Teacher Professional Development on Instructional Quality

Abstract

Using an exploratory mixed-methods design we investigated the effects of a year-long professional development program on the quality of literacy instruction for ELLs. We videorecorded 12 (8 treatment, 4 four control) second grade teachers’ English language arts lessons at the beginning and end of the 2018-2019 school year and analyzed the videos with V-note and Nvivo. Results reveal treatment teachers allocated more time for essential literacy components and grouping configurations and received higher classroom observational rubric scores for instructional quality; they also implemented literacy strategies designed for ELLs with greater frequency, consistency, and quality. This study holds important implications for elementary literacy educators as they carefully select PD that yields significant transformations in their literacy practices for ELLs.

Authors

• Haiyan Li, Purdue University
  Presenting Author

• Wayne E. Wright, Purdue University
  Presenting Author

• Trish Morita-Mullaney, Purdue University
  Non-Presenting Author