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Education Commons

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Educational Assessment, Evaluation, and Research

Selected Works

Selected Works

2011

Teacher development

Articles 1 - 4 of 4

Full-Text Articles in Education

Being The Change We Want To See: Enl Teachers Author Their Own Identities, Susan Adams Oct 2011

Being The Change We Want To See: Enl Teachers Author Their Own Identities, Susan Adams

Susan Adams

Workshop presented at the 2011 Indiana University Southeast English as a New Language Conference, New Albany, IN, November 12, 2011.


Teaching Toward Educational Equity: Creating Critical Collegial Communities That Sustain Teacher Transformation And Equitable Outcomes For Students, Susan Adams May 2011

Teaching Toward Educational Equity: Creating Critical Collegial Communities That Sustain Teacher Transformation And Equitable Outcomes For Students, Susan Adams

Susan Adams

Workshop and panel at the Indiana Urban Schools Association Conference, June 15, 2011.


Assess Without Distress, Susan Adams, Trish Mullaney Feb 2011

Assess Without Distress, Susan Adams, Trish Mullaney

Susan Adams

Workshop presented at the 2011 Teachers of English to Speakers of Other Languages Conference, New Orleans, LA, March 16-19, 2011.


Embracing Literacy-Based Teaching: A Longitudinal Study Of The Conceptual Development Of Novice Foreign Language Teachers, Heather W. Allen Dec 2010

Embracing Literacy-Based Teaching: A Longitudinal Study Of The Conceptual Development Of Novice Foreign Language Teachers, Heather W. Allen

Heather Willis Allen

Taking a sociocultural theory perspective (Lantolf & Thorne, 2006), this longitudinal study explored the conceptual development of two teaching assistants in a university foreign language department in relation to literacy and language teaching. Findings illustrate the "twisting path" (Vygotsky, 1987, p. 156) of concept development experienced by the two first-time teachers of Spanish as their understandings of literacy and efforts to use tools of literacy evolved over several years. Evidence of the ability to think through concepts of literacy in structuring teaching practices did not emerge for either participant until four semesters after they started teaching, illustrating what a gradual …