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Full-Text Articles in Education
Exploring Experienced Educators' Perspectives On Teacher Professional Development: Potential Implications For English Language Learners, Mary Mann Endress
Exploring Experienced Educators' Perspectives On Teacher Professional Development: Potential Implications For English Language Learners, Mary Mann Endress
Theses and Dissertations
Growth in the ELL student population triggers a need for more educators equipped to address the academic and linguistic needs of this growing population. Through a phenomenological case study, this dissertation addresses the following over-arching research question, "What can be learned about the implementation of professional development for teachers of ELLs from the reflections and experiences of former ESL/Bilingual educators?" This dissertation provides a look at PD through the reflective lenses of retired educators who worked directly with ELLs and teachers of ELLs. Data were collected from a questionnaire, interviews and a focus group describes how participants. Through their stories …
Cs As A Graduation Requirement: Catalyst For Systemic Change, Lucia Dettori, Ronald I. Greenberg, Steven Mcgee, Dale Reed, Brenda Wilkerson, Don Yanek
Cs As A Graduation Requirement: Catalyst For Systemic Change, Lucia Dettori, Ronald I. Greenberg, Steven Mcgee, Dale Reed, Brenda Wilkerson, Don Yanek
Computer Science: Faculty Publications and Other Works
Since President Obama's announcement of the Computer Science for All Initiative in 2016, there has been a surge in the number of districts that are planning for or newly implementing computer science (CS) offerings at their schools. Chicago Public Schools (CPS) is the first large school district to have adopted Computer Science as a high school graduation requirement, taking this significant step along the path towards systemic change. The foundation was laid eight years ago when an informal alliance was formed between a CPS high school CS teacher, a CPS administrator, and three university computer scientists.
Within And Beyond A Grow-Your-Own-Teacher Program: Documenting The Contextualized Preparation And Professional Development Experiences Of Critically Conscious Latina Teachers, Amanda Morales
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This study provides an account of seven Latina teachers’ select educational, professional, and personal experiences over the past 10 years as they completed a grow-your-own-teacher program, became licensed teachers, and established themselves in Latinx minority–majority public schools within their rural, mid-western community. More specifically, as a Latina researcher and participant observer, I sought to better understand the culturally and linguistically diverse (CLD) Latina teachers’ process-oriented engagement and conscientization over time. Far from being ‘ready-made’ conscientized teachers, in this work I discuss the ways CLD Latina teachers’ multiple and developing identities as bilingual learners, mothers, racialized minorities in schools, and educated …