Important for All: Positioning English Language Learners in Mathematics Professional Development

Roberts, Sarah A.

doi:10.1080/08878730.2019.1686557

Cited by 4 publications

(4 citation statements)

References 34 publications

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“…Despite calls for the tailoring of volunteer trainings or differentiation in teacher PD programs (e.g., Franck & Donaldson, 2020; Hunzicker, 2011; Tomlinson, 2005), very little research has explored particular examples of, or factors influencing, adaptations or differentiation within adult training programs. Yet, much like the importance Urban et al (2014) attributed to adaptation in program success and survival, differentiating—and thus adapting—adult training programs has been characterized as an essential process for developing educators’ capacities to meet the needs of diverse learners (e.g., Fernandez et al, 2017; Roberts, 2020). Given NFE’s diversity of contexts and learners, we see differentiation as a vital capacity for non-formal educators to explore and develop in NFE trainings.…”

Section: Fidelity Adaptation and Differentiationmentioning

confidence: 99%

“Oh, I thought we’d be different”: A multifocal, interdisciplinary examination of the fidelity/adaptation challenge

Davis

Esposito²,

Urban

et al. 2022

Journal of Adult and Continuing Education

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The purpose of this instrumental, multisite case study is to examine fidelity, adaptation, and differentiation challenges found at Wood Badge, a nationwide Boy Scouts of America training for adult volunteer leaders. Our iterative analysis of more than 900 pages of fieldnotes and 400 pages of documents revealed facilitators often explicitly taught syllabus content during the trainings. Observers noted 119 minor differentiations across trainings, notably involving facilitator delivery methods and the duration and scheduling of training segments. Facilitators observed 16 adaptations, which appeared to be based on external conditions at trainings or facilitator preferences, and just three instances of differentiation. Our analysis of the trainings surfaced key fidelity/adaptation issues like overadherence, conflicting notions of deviation, and the impact of preparation on fidelity. In addition, we identified factors influencing facilitators’ use of adaptation and differentiation. Recommendations for large-scale trainings are made based on the study’s findings.

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Section: Fidelity Adaptation and Differentiationmentioning

confidence: 99%

“Oh, I thought we’d be different”: A multifocal, interdisciplinary examination of the fidelity/adaptation challenge

Davis

Esposito²,

Urban

et al. 2022

Journal of Adult and Continuing Education

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show abstract

“…Avci, O'Dwyer and Lawson (2020) found that professional development on a topic can provide teachers with resources and skills to support instructional best practices. Additionally, the facilitators of the training need to position the content in a way to increase teacher buy-in and implementation (Roberts, 2020). Furthermore, professional development can support teachers to confidently apply learned strategies (Rutherford-Quach, Kuo, & Hsieh, 2018).…”

Section: Emergent Themementioning

confidence: 99%

“…Continual professional development supports educators' performance. Roberts (2020) found that teachers and teacher trainers need support to identify applicable scaffolds for ELLs. This further substantiates the need for this study.…”

Section: Introduce the Problemmentioning

confidence: 99%

Adopting Instructional Strategies for English Language Learners in Elementary Classrooms

Olds¹,

McCraney²,

Panesar-Aguilar³

et al. 2021

WJE

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In an Eastern U.S. school district, little is understood about how elementary general education teachers apply instructional strategies for English Language Learners (ELLs) in the classroom and which strategies they perceive support academic achievement. The purpose of this basic qualitative study was to explore elementary general education teachers’ reported application of ELL instructional strategies and their perceptions of how those strategies support ELL academic achievement. The study’s conceptual framework consisted of Vygotsky’s sociocultural theory, which infers that learning is a social process guided by interactions with one’s environment, people, and culture. Also framing this study was Krashan’s second language acquisition theory (Long, 1983), which infers that language is attained though one’s strong desire to interact with the world around them. Two research questions were used to investigate the reported ELL instructional strategies used by teachers and how teachers perceive those strategies support ELLs’ achievement. Semistructured interviews were conducted with 11 elementary general education teachers. Volunteers were recruited from schools having ELL populations of 30% or more. Interview data were analyzed by using open and a priori codes and thematic analysis. The findings indicated that participants used familiar instructional strategies and consistently applied them for the whole class. Additionally, participants perceived ELLs’ academic confidence and connecting concepts with their primary language as important to academic achievement. This study contributes to positive social change through a deeper understanding of the ELL instructional strategies that may benefit elementary teachers and stakeholders.

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“…The prohibitive intensity and resources required to implement the full training have prompted subsequent modifications for different contexts (i.e. Britton et al, in preparation; McDonald et al, 2015; Scarinci et al, 2015). One modified version of LLLI reduced the length of the program from 8 to 4 weeks and from 6 to 2 video-feedback sessions (McDonald et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Early childhood educator and director experiences of speech pathology-led professional development: A qualitative study

Birro,

Faulkner,

Britton

et al. 2024

Child Language Teaching and Therapy

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Background: Quality early childhood interactions, especially quality adult–child interactions, are known to form the foundation of future skills associated with social, academic and communicative development. Speech-language therapists (SLTs) can engage with educators in professional development to improve communication environments for children. Understanding the perspectives of early childhood directors and educators in relation to the feasibility, sustainability and impact of professional development is needed. Aim(s): This study investigated the experiences of early childhood educators and directors who participated in a SLT-led professional development training program. Method: Participants were four directors and six early childhood educators. Directors participated in one focus group; educators participated in individual semi-structured interviews. All participants were female and had between 5 and 38 years of experience. They were interviewed following the completion of an eight-week training program. Verbatim transcripts of the director focus group and educator interviews were thematically analysed using NVivo12. Result(s): Three overarching themes were developed. These were the appropriateness and acceptability of the training, impact and professional engagement with eight subsequent themes also identified. Although participants reported positive experiences participating in the training, several practical and translational challenges were identified. Conclusion: The professional development training implemented by SLTs was influenced by a number of factors that assisted or hindered educator and director experience of the program. The appropriateness, acceptability and feasibility of a professional development (PD) program should carefully consider participants’ learning needs and workplace environments.

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Important for All: Positioning English Language Learners in Mathematics Professional Development

Cited by 4 publications

References 34 publications

“Oh, I thought we’d be different”: A multifocal, interdisciplinary examination of the fidelity/adaptation challenge

“Oh, I thought we’d be different”: A multifocal, interdisciplinary examination of the fidelity/adaptation challenge

Adopting Instructional Strategies for English Language Learners in Elementary Classrooms

Early childhood educator and director experiences of speech pathology-led professional development: A qualitative study

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