“…At the start of our collaboration, Susan reported aspects of her "workplace environment," or external challenges, that she felt interfered with applying new concepts learned in her literacy, language and culture course (e.g., her new class assignment and a common expectation among teachers that students need to speak English-only in class in preparation for the standard classes; Observation Field Notes; Interview, 2/17/14). In fact, some scholars (Blume, Ford, Baldwin, & Huang, 2010;Holton, Cheng, & Naquin, 2003) argue the work environment (e.g., social support of peers and supervisors) is one of the most powerful predictors of learning transfer. Investigators researching teachers in higher education have identified a variety of workplace-related factors interfering with learning transfer, such as heavy workloads, little opportunity to apply new learnings, and lack of support from colleagues.…”