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Investigating the Impact of a University-based Professional Development Program for Teachers of English Language Learners in Ohio—A Mixed Methods Study of Teacher Learning and Change

Zhang, Yunyan
http://rave.ohiolink.edu/etdc/view?acc_num=osu1405352227

Abstract Details

2014, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
The intent of the present study was to document (describe) and evaluate the impact of a PD program for the education of ELLs called ESL-content Teacher Collaborative (ECTC) on the learning and teaching practice of secondary content teachers. By employing a mixed methods multiple case study design, this study sought to answer the following four research questions: 1. What did the ECTC participants learn about teaching ELLs through the program? 2. How did the teachers’ learning from the ECTC program facilitate changes in their teaching practices? 3. What were the individual or contextual factors that either fostered or hindered changes in teacher practice? 4. How did the teachers perceive the content and design features of the ECTC program and the impact of these features on their learning experience? Six-nine ECTC alumni teachers responded to a survey that was designed based on the four research questions, and three of them were recruited to participate in the case studies. Both the quantitative and qualitative findings indicated the effectiveness of the ECTC in bringing about changes in teacher knowledge and instructional practices for the education of ELLs. The teachers reported considerable improvement in their knowledge, beliefs, and skills with regard to TESOL methods and strategies, culturally responsive teaching, concepts and issues in sociolinguistics related to TESOL, the SIOP Model, selection and development of second language instructional materials, and second language assessment. Application of the teachers’ learning to their classroom practices primarily occurred in the following three areas: implementation of the SIOP Model, modifications made to assessments and assignment, and teacher collaboration. However, reported improvement in the skills for the development of ELL students’ literacy skills (i.e., reading and writing) did not seem to induce much change in classroom instruction except vocabulary instruction. With regard to the teachers’ perceptions of the content and design features of the ECTC program, both the quantitative and qualitative findings indicated that the ECTC participants were consistently and overwhelmingly positive about the ECTC program. Particularly, they put a premium on “opportunity to learn specific instructional strategies,” “opportunity to collaborate with teachers from the same school or in the same content area,” and “opportunity to engage in discussion of content and strategies with other teachers.” As for the school organizational factors, the quantitative findings highlighted the following factors that teachers reported as obstacles or challenges for enacting changes in their teaching practices: “pressure to help students pass state tests,” “pressure to cover all the content standards,” “communicating with ELL students’ parents,” “other competing professional initiatives in school,” and “other teachers who lack the necessary knowledge and skills to teach ELLs.” The qualitative results revealed that student-induced challenges constituted another obstacle for teachers in their classroom. The findings about the factors that were or could become facilitating factors for teacher learning and change (depending on different schools) further pointed to the essential role of “school administration or leadership” in shaping learning opportunities and providing resources, time, and internal structures for teacher learning and change.
Keiko Samimy (Advisor)
Alan Hirvela (Committee Member)
George Newell (Committee Member)
390 p.
English As A Second Language; Secondary Education; Teacher Education
English language learners, secondary content teachers, professional development, in-service teacher training, teacher learning, teacher change, teacher practices

Recommended Citations

Citations

  • Zhang, Y. (2014). Investigating the Impact of a University-based Professional Development Program for Teachers of English Language Learners in Ohio—A Mixed Methods Study of Teacher Learning and Change [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405352227

    APA Style (7th edition)

  • Zhang, Yunyan. Investigating the Impact of a University-based Professional Development Program for Teachers of English Language Learners in Ohio—A Mixed Methods Study of Teacher Learning and Change. 2014. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1405352227.

    MLA Style (8th edition)

  • Zhang, Yunyan. "Investigating the Impact of a University-based Professional Development Program for Teachers of English Language Learners in Ohio—A Mixed Methods Study of Teacher Learning and Change." Doctoral dissertation, Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405352227

    Chicago Manual of Style (17th edition)

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This open access ETD is published by The Ohio State University and OhioLINK.