LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
Abstract (type = abstract)
The purpose of this systematic qualitative research investigation was to pilot a vertically aligned professional learning community (PLC) to improve teacher collaboration across grade levels and to inform effective vocabulary instruction. This research intervention was conducted at the Dream Big primary school, which serves a large population of English Language Learners (ELL). Reading can be a challenge for the ELLs at the primary school because of limited English language acquisition and lack of basic and academic vocabulary. In order to meaningfully design and implement vocabulary instruction that better meets the needs of the students, teachers need to understand the progression of vocabulary instruction. For this type of cohesion to occur, teachers need time to collaborate across grade levels. A collective case study design was utilized to explore and examine teacher experiences with participating in a vertically aligned PLC focused on vocabulary instruction. A case study design allowed for an in-depth exploration of the vertical PLC sessions. Data sources in the study included an initial questionnaire, facilitator observations of each session, a collection of documents and artifacts, participant reflection forms, and two final focus group interviews. The participant sample included one ESL teacher from each grade from kindergarten through third grade, two ESL teachers who work across different grade levels, and one ESL teacher that works with the Special Education classrooms.
Subject (authority = RUETD)
Topic
Teacher Leadership
Subject (authority = LCSH)
Topic
Communities of practice
Subject (authority = LCSH)
Topic
English language -- Study and teaching -- Foreign speakers
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_10229
PhysicalDescription
Form (authority = gmd)
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (viii, 141 pages)
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier (type = local)
rucore10001500001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
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.