1 |
Quality content teaching for multilingual students: An international examination of excellence in instructional practices in four countries
|
|
|
|
In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
|
|
BASE
|
|
Show details
|
|
2 |
Unravelling effective professional development: a rhizomatic inquiry into coaching and the active ingredients of teacher learning
|
|
|
|
Abstract:
Teacher professional development (PD) is about change. One of the most prominent lines of research on PD addresses what makes it an effective change process. This research produces critical features of effective PD, the seemingly active ingredients of teacher change that are meant to guide professionals in the design, implementation, and evaluation of PD programmes. Embedded within this research is a linear, hierarchical, causal mono-logic model that is the hallmark of Western rational thought. Rhizomatic thought, with its non-linear perspectives, offers a contrast, highlighting the unpredictable multiplicity of complex systems that embrace the emergent dynamics of becoming and hybridity. In this paper, we look at features of effective PD through a rhizomatic lens, with a focus on PD as mapping and tracing. Drawing on vignettes from five case studies from a year-long pedagogical coaching PD programme, we explore how effective features of PD can be unravelled in practice and rewoven into vibrant hybridity within real-world school contexts. ; This work was supported by the U.S. Department of Education National Professional Development Grant [T365Z110203] through the Office of English Language Acquisition [T365Z110203]
|
|
Keyword:
Educational Coaching; Non-Linear Theory; Professional Development; Professional Learning; Rhizomatics; Teacher Learning
|
|
URL: https://doi.org/10.1080/19415257.2020.1825511 https://hdl.handle.net/1805/28351
|
|
BASE
|
|
Hide details
|
|
3 |
Preparing Content Teachers to Work with Multilingual Students
|
|
|
|
In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2019)
|
|
BASE
|
|
Show details
|
|
4 |
Reframing the space between: Teachers and learners in context
|
|
|
|
In: Author (2018)
|
|
BASE
|
|
Show details
|
|
5 |
Beliefs and Attitudes: How the Presence of English Language Learners in Mainstream Classrooms Affects Classroom Practices
|
|
|
|
BASE
|
|
Show details
|
|
6 |
The effects of higher order thinking on student achievement and English proficiency
|
|
|
|
In: INTESOL Journal; Vol. 13 No. 1 (2016) ; 2373-8936 (2016)
|
|
BASE
|
|
Show details
|
|
7 |
Academic Success of English Language Learners: Are Mainstream Teachers Underprepared?
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Effects of ESL Instructional Coaching on Secondary Teacher Use of Sociocultural Instructional Practices
|
|
|
|
In: INTESOL Journal; Vol. 12 No. 2 (2015) ; 2373-8936 (2015)
|
|
BASE
|
|
Show details
|
|
9 |
ESL University Students' Testing Preferences
|
|
|
|
In: INTESOL Journal; Vol. 10 No. 1 (2013) ; 2373-8936 (2013)
|
|
BASE
|
|
Show details
|
|
10 |
Who Does What an Why?: ESL Administrators' Perspectives on the Roles of ESL Specialists and Mainstream Teachers
|
|
|
|
In: INTESOL Journal; Vol. 9 No. 1 (2012) ; 2373-8936 (2012)
|
|
BASE
|
|
Show details
|
|
11 |
Mainstream ESL Instructional Coaching: A Repeated Measures Replication Study
|
|
|
|
In: INTESOL Journal; Vol. 9 No. 1 (2012) ; 2373-8936 (2012)
|
|
BASE
|
|
Show details
|
|
12 |
Investigating the Efficacy and Sustainability of Instructional Coaching on Teacher Pedagogy
|
|
|
|
BASE
|
|
Show details
|
|
|
|