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Instructors Reflect On How Their Preservice Preparation And Ongoing Professional Development Prepared Them To Address Oppressive Dynamics In Adult Esol Programs In The United States, David A. Housel
Publications and Research
For decades, researchers have asserted that the preservice preparation for instructors of adult emergent bi/multilingual learners (EBLs) in the United States can be inconsistent, and access to ongoing professional development (PD) can be insufficient to address the demands of the 21st century classroom. A previous study conducted by the author revealed that instructors of adult EBLs felt adequately prepared to teach English, but they often felt ill-equipped to address the learning challenges and oppressive dynamics that might manifest in their adult English to Speakers of Other Language (ESOL) classrooms. This convergentmixed methods studywas a preliminary attempt to address these issues. …
Exploring Algebraic Thinking: In-Service Teacher Experiences, Outcomes, And Perceptions From An Algebra For All Capstone Unit Plan Project, Alexander J. Lord, Tallin Lamonaca
Exploring Algebraic Thinking: In-Service Teacher Experiences, Outcomes, And Perceptions From An Algebra For All Capstone Unit Plan Project, Alexander J. Lord, Tallin Lamonaca
Publications and Research
Taking algebra is often noted as a key component for student preparation for college and career success. However, this course often serves as a barrier for secondary students to overcome due to their lack of preparation for such abstract contexts and due to a lack of meaningful professional experiences available to assist teachers develop those concepts. Initiatives such as Algebra for All were started to help educators at all grade levels develop methods to expose their students to algebraic thinking. In New York City, a five-course Algebra for All sequence was created for in-service public school educators at a local …