Professional Learning for ESL Teachers: A Randomized Controlled Trial to Examine the Impact on Instruction, Collaboration, and Cultural Wealth
Using a randomized controlled trial, we examined the impact of a teacher professional learning (PL) program on English as a Second Language (ESL) teachers’ use of evidence-based instructional strategies for multilingual learners, collaboration with classroom teachers, and incorporation of Latino multilingual learners’ cultural wealth into their classrooms. The analyses included 29 ESL teachers from 29 elementary schools in three school districts. The teachers completed pre–post surveys, and trained observers rated classroom instruction and cultural wealth for two cohorts of teachers in the yearlong program. The results showed that the PL program had a significant effect on the ESL teachers’ use of evidence-based instructional strategies. We also found a significant effect on the ESL teachers’ collaboration processes, including their use of an intentional framework for collaboration and their alignment with classroom teachers’ instruction. We did not find significant differences between the PL group and the control group on the ESL teachers’ incorporation of cultural wealth in their classroom environment or on the reported frequency of their collaboration.
Duke Scholars
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- 3904 Specialist studies in education
- 3902 Education policy, sociology and philosophy
- 3901 Curriculum and pedagogy
- 1303 Specialist Studies in Education
- 1302 Curriculum and Pedagogy
- 1301 Education Systems
Citation
Published In
DOI
EISSN
Publication Date
Volume
Issue
Related Subject Headings
- 3904 Specialist studies in education
- 3902 Education policy, sociology and philosophy
- 3901 Curriculum and pedagogy
- 1303 Specialist Studies in Education
- 1302 Curriculum and Pedagogy
- 1301 Education Systems