Improving Instruction for English Learners: A Professional Development Study Using SIOP

Autor/inn/en	Piazza, Susan V.; Williams, Cody; Protacio, Maria Selena; David, Virginia; Tigchelaar, Magda; Kuo, Hsiao-Chin
Titel	Improving Instruction for English Learners: A Professional Development Study Using SIOP
Quelle	In: Journal of Teacher Education and Educators, 9 (2020) 3, S.383-405 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Piazza, Susan V.) ORCID (Williams, Cody) ORCID (Protacio, Maria Selena) ORCID (David, Virginia) ORCID (Tigchelaar, Magda) ORCID (Kuo, Hsiao-Chin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-0456
Schlagwörter	English Language Learners; Teaching Methods; Classroom Observation Techniques; Sociocultural Patterns; Learning Theories; Comparative Analysis; Faculty Development; Graduate Study; Inservice Teacher Education; Lesson Plans; Classroom Communication; Student Evaluation; Teacher Student Relationship; Linguistic Input; Elementary Secondary Education; Instructional Improvement; Coaching (Performance); Video Technology + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Soziokulturelle Theorie; Learning theory; Lerntheorie; Aufbaustudium; Graduiertenstudium; Hauptstudium; Lehrerfortbildung; Lesson planning; Unterrichtsplanung; Klassengespräch; Schulnote; Studentische Bewertung; Teacher student relationships; Lehrer-Schüler-Beziehung; Sprachbildung; Unterrichtsqualität
Abstract	This quasi-experimental study examined an eighteen-month professional development project focused on improving instructional practices for emerging bilingual and multilingual English learners (ELs). The study is grounded in sociocultural and interactive learning theories related to teaching ELs. Professional development activities included seven graduate-level courses, practical field experiences in schools, instructional coaching from peers and a qualified instructional coach, video demonstrations and observations, and participation in a one-day conference. The research team conducted pre and post classroom observations for 23 in-service teachers and corroborated findings with participant reflections about instructional practices using the Sheltered Instruction Observation Protocol (SIOP). Results reveal that participants made statistically significant increases in seven of the eight areas of instruction: lesson preparation, building background, strategies, interaction, practice/application, lesson delivery, and review/assessment, and no significant change in the area of comprehensible input. The control group showed no significant increases. The discussion identifies strong areas of improvement, moderate areas of improvement, and discusses the one area that showed no significant improvement. Implications for teacher education and professional learning with teachers of ELs are shared along with considerations for future research. (As Provided).
Anmerkungen	Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: https://dergipark.org.tr/en/pub/jtee
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01