A Randomized Controlled Trial of a Professional Learning Model for Teachers of Emergent Bilingual Students

• In Event: Moscone Center West Roundtable Session 7
  In Roundtable Session: Asset-Based Approaches to Teaching and Learning

Abstract

Through a randomized controlled trial leveraging surveys, mixed reality teaching simulations, and interviews, we examined the impact of a professional learning model for in-service and pre-service teachers learning to teach emergent bilingual students. We found that the treatment group, assigned to tutor weekly in a community setting for an academic year, scored higher than the control group, assigned to university-based coursework, on several measures: knowledge about teaching emergent bilingual students, knowledge about working with their families, and teaching practices associated with lesson pacing and clarity. Results suggest that providing teachers with opportunities for enacting and analyzing teaching makes a difference in their preparedness for teaching emergent bilingual students.

Authors

• Paige Ware, Southern Methodist University

• Jill Carle, Gibson Consulting Group

• Marshall Garland, Gibson Consulting Group

• Amie Rapaport, Gibson Consulting Group

• Brenna Rivas, Southern Methodist University