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Talking to Learn: A Mixed-Methods Study of a Professional Development Program for Teachers of English Language Learners.

机译：学会说话：针对英语学习者教师的专业发展计划的混合方法研究。

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摘要

Most teachers of English language learners (ELLs) have had virtually no specialized, in-service training in adapting instruction for their students. Prior research fails to investigate the impact of professional development (PD) specifically designed for teachers of ELLs. This dissertation examines a PD program that attempted to prepare teachers of ELLs in content and oral language integration. This study investigates each step of Desimone's (2009) logic model of effective PD, in which teachers first experience PD, then increase their knowledge and skills, and subsequently improve their instructional practices to impact student outcomes.;Over a three-year period, K-2 teachers from a high ELL district participated in math and science PD that changed each year based on teacher feedback, resulting in three distinct models. Each PD model had an increased focus on content and oral language integration. In examining the impact of the PD program, this dissertation (1) investigates how teacher participation in each model of the program was related to (a) teachers' understanding of the value of oral language production strategies, (b) teachers' instructional practices, and (c) their students' progress; (2) explores the benefits of an emerging blended (online-blogging and face-to-face) PD model; and (3) compares the models to determine effective learning environments for teachers of ELLs.;Participating teachers perceived a greater understanding of the value of oral language learning in content lessons. They reported changing their content lessons to include the oral language production strategies demonstrated in the PD program. In interviews, teachers related students' growth in oral language to the program's instructional strategies. Classroom observations confirmed teachers' implementation of these instructional strategies. No statistical association was found between teachers' participation and increased strategy implementation or student state test scores in math and English language arts. However, over the three years of the PD program, students' math and English language arts state test scores showed significant increases at treated schools when compared with scores from similar, non-treated schools in the same district. In the blended model, additional benefits included increased ELL teachers' collaboration, professional reflection, and personal support. Recommendations about specific characteristics of effective PD for teachers of ELLs are presented.
机译：大多数英语学习者（ELLs）的老师几乎没有接受过专门的在职培训，以适应学生的教学要求。先前的研究未能调查专门为ELL教师设计的专业发展（PD）的影响。本文研究了一个PD课程，该课程试图为ELLs的内容和口语整合做准备。这项研究调查了Desimone（2009）的有效PD逻辑模型的每个步骤，在该模型中，教师首先体验PD，然后增加他们的知识和技能，并随后改进其教学实践以影响学生的学习效果。在三年的时间里，K -2个来自高ELL地区的老师参加了数学和科学PD，每年都会根据老师的反馈进行更改，从而产生了三种不同的模型。每个PD模型都更加注重内容和口头语言集成。在研究PD计划的影响时，本论文（1）研究了教师参与该计划的每种模式如何与（a）教师对口语生产策略价值的理解，（b）教师的教学实践， （c）学生的学习进度； （2）探索新兴的混合（在线博客和面对面）PD模型的好处； （3）比较模型以确定ELL老师的有效学习环境。参与的老师认为在内容课中对口语学习的价值有了更多的了解。他们报告更改了内容课程，以包括PD程序中演示的口头语言制作策略。在面试中，教师将学生的口语发展与该计划的教学策略联系起来。课堂观察证实了教师对这些教学策略的实施。在数学和英语语言艺术领域，教师的参与与策略实施的提高或学生状态测试成绩之间没有统计关联。但是，在PD计划的三年中，与同一地区未受类似教育的学校相比，经过接受教育的学校的学生数学和英语语言州立考试成绩显示出明显的提高。在混合模式中，其他好处包括增强了ELL教师的协作，专业的反思和个人支持。提出了有关ELL教师有效PD特定特征的建议。

著录项

  • 作者

    Shea, Lauren M.;

  • 作者单位

    University of California, Irvine.;

  • 授予单位 University of California, Irvine.;
  • 学科 Education Teacher Training.;Education Elementary.;Education English as a Second Language.
  • 学位 Ph.D.
  • 年度 2012
  • 页码 213 p.
  • 总页数 213
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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