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ELL-focused content area professional learning in a community of practice

Descriptive

TypeOfResource
Text
TitleInfo (ID = T-1)
Title
ELL-focused content area professional learning in a community of practice
SubTitle
capturing perspectives and meeting needs
Identifier
ETD_2899
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000055921
Language
LanguageTerm (authority = ISO639-2); (type = code)
eng
Genre (authority = marcgt)
theses
Subject (ID = SBJ-1); (authority = RUETD)
Topic
Literacy Education
Subject (ID = SBJ-2); (authority = ETD-LCSH)
Topic
English language--Acquisition
Subject (ID = SBJ-3); (authority = ETD-LCSH)
Topic
English language--Study and teaching (Elementary)--Foreign speakers
Subject (ID = SBJ-4); (authority = ETD-LCSH)
Topic
Language arts--Correlation with content subjects
Abstract (type = abstract)
As English language learner (ELL) enrollment in suburban schools increases, so does the need for ELL-focused professional learning. There has been limited research investigating suburban secondary teachers’ experiences in ELL-oriented professional development. Therefore, this study examines the following questions: 1. How do suburban middle school content area teachers experience participation in an ELL-oriented reflective inquiry group? a. What questions, challenges and interests do these teachers identify as priorities in their ELL-oriented professional learning? b. How does the study of these questions, challenges and interests unfold as teachers interact in a reflective inquiry group? 2. How are the ELL-oriented instructional approaches studied during professional development actually enacted in these teachers’ practice? 3. How do the opportunities or constraints present within a suburban middle school structure impact the content area literacy instruction they provide for the ELLs in their classrooms? Method A qualitative case study methodology was employed to investigate the interactions of five content area teachers and one ESL teacher during eight ELL-focused professional learning sessions over a thirteen-week period. Data were gathered from professional learning sessions, intermittent interviews, periodic classroom observations and related documents. Data were coded to identify common themes relative to participants’ interactions during sessions that focused on ELL-oriented comprehension scaffolding tools, creating opportunities for authentic classroom participation and culturally responsive pedagogy. Findings The school’s interdisciplinary team design and lead teacher framework were potent validating sources that heightened participants’ agency and mediated interactions during sessions. Team-based content teachers were less receptive to culturally responsive strategies and scaffolding measures that promoted ELL / non-ELL interaction. Yet when attendance was sustained, interest in these concepts increased. Participants who acted as leaders during sessions modeled and actively supported the learning of co-participants, whether or not they officially held lead teacher positions in the school. The ESL teacher, who held an institutionally marginalized position, interacted in a commensurately marginalized manner. Significance Findings highlight the need to better utilize suburban secondary schools’ institutional features to promote sustained ELL-focused professional learning. This includes integrating the ESL teachers’ role within these central school structures.
PhysicalDescription
Form (authority = gmd)
electronic resource
Extent
vii, 298 p. : ill., map
InternetMediaType
application/pdf
InternetMediaType
text/xml
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Mary Crawford McGriff
Name (ID = NAME-1); (type = personal)
NamePart (type = family)
McGriff
NamePart (type = given)
Mary Crawford
Role
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author
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Mary McGriff
Name (ID = NAME-2); (type = personal)
NamePart (type = family)
Curran
NamePart (type = given)
Mary E
Role
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chair
Affiliation
Advisory Committee
DisplayForm
Mary E Curran
Name (ID = NAME-3); (type = personal)
NamePart (type = family)
Ryan
NamePart (type = given)
Sharon K
Role
RoleTerm (authority = RULIB)
internal member
Affiliation
Advisory Committee
DisplayForm
Sharon K Ryan
Name (ID = NAME-4); (type = personal)
NamePart (type = family)
Lattimer
NamePart (type = given)
Penelope E
Role
RoleTerm (authority = RULIB)
internal member
Affiliation
Advisory Committee
DisplayForm
Penelope E Lattimer
Name (ID = NAME-1); (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (ID = NAME-2); (type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm (authority = RULIB)
school
OriginInfo
DateCreated (qualifier = exact)
2010
DateOther (qualifier = exact); (type = degree)
2010
Place
PlaceTerm (type = code)
xx
Location
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NjNbRU
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier (type = local)
rucore10001500001
Identifier (type = doi)
doi:10.7282/T3DR2V9J
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (AUTHORITY = GS); (ID = rulibRdec0006)
The author owns the copyright to this work.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
RightsHolder (ID = PRH-1); (type = personal)
Name
FamilyName
McGriff
GivenName
Mary
Role
Copyright Holder
RightsEvent (ID = RE-1); (AUTHORITY = rulib)
Type
Permission or license
DateTime
2010-09-24 10:09:49
AssociatedEntity (ID = AE-1); (AUTHORITY = rulib)
Role
Copyright holder
Name
Mary McGriff
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject (ID = AO-1); (AUTHORITY = rulib)
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
RightsEvent (ID = RE-2); (AUTHORITY = rulib)
Type
Embargo
DateTime
2010-10-31
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after October 30th, 2012.
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Technical

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ETD
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application/pdf
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application/x-tar
FileSize (UNIT = bytes)
5693440
Checksum (METHOD = SHA1)
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