| 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
|
|
|
|
BASE
|
|
Show 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
|
|
|
|
Abstract:
poster abstract ; Identifying value-added models and measures of instructional coaching are increasingly important with renewed focus on improving teacher quality. This longitudinal and quasiexperimental study investigates the efficacy and sustainability of instructional coaching outcomes with urban elementary teachers (N = 36). The instructional coaching intervention targets use of five research-based practices—the Standards for Effective Pedagogy—known to benefit culturally, linguistically, and economically diverse learners. Quantitative preintervention, post-intervention, and one-year-after intervention data were collected across two years. The intervention consisted of a 30-hour workshop and seven individual coaching sessions across the school year. Findings demonstrate instructional coaching led to statistically significant teacher change against a performance standard. Teachers were able to sustain these changes, albeit at a slightly lower level of fidelity, one year following the intervention. The pattern of attrition reveals that teachers struggle to sustain a commitment to providing teacher assistance to students in the process of learning.
|
|
Keyword:
Efficacy; Instructional Coaching; Sustainability; Teacher Pedagogy; teacher quality
|
|
URL: http://hdl.handle.net/1805/10645
|
|
BASE
|
|
Hide details
|
|
|
|
|
