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Quality content teaching for multilingual students: An international examination of excellence in instructional practices in four countries
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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| 2 |
Unravelling effective professional development: a rhizomatic inquiry into coaching and the active ingredients of teacher learning
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| 3 |
Preparing Content Teachers to Work with Multilingual Students
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2019)
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Reframing the space between: Teachers and learners in context
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In: Author (2018)
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Beliefs and Attitudes: How the Presence of English Language Learners in Mainstream Classrooms Affects Classroom Practices
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| 6 |
The effects of higher order thinking on student achievement and English proficiency
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In: INTESOL Journal; Vol. 13 No. 1 (2016) ; 2373-8936 (2016)
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Abstract:
This quantitative study investigates the effect of urban teacher (N = 18) use of higher order thinking on language arts achievement and English development. Using Bloom’s six level hierarchy of higher order thinking, teachers were designated as high (levels 3 to 6) or low (levels 1 or 2) users of higher order thinking. Findings demonstrate statistically significant gains in coached teachers use of higher order thinking, and simultaneous gains in their students language arts achievement. Regardless of the coaching status of their teachers, when teachers used higher order thinking, their students made significant gains in both language arts achievement and English proficiency. Implications point to the value of increasing, not decreasing, the level of cognitive challenge when teaching culturally, linguistically, and economically diverse students.Key Words: Cognitive Challenge, Achievement, English proficiency, Instructional coaching; Professional development; Urban Elementary Teachers.
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URL: http://journals.iupui.edu/index.php/intesol/article/view/21254
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| 7 |
Academic Success of English Language Learners: Are Mainstream Teachers Underprepared?
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| 8 |
Effects of ESL Instructional Coaching on Secondary Teacher Use of Sociocultural Instructional Practices
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In: INTESOL Journal; Vol. 12 No. 2 (2015) ; 2373-8936 (2015)
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| 9 |
ESL University Students' Testing Preferences
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In: INTESOL Journal; Vol. 10 No. 1 (2013) ; 2373-8936 (2013)
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| 10 |
Who Does What an Why?: ESL Administrators' Perspectives on the Roles of ESL Specialists and Mainstream Teachers
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In: INTESOL Journal; Vol. 9 No. 1 (2012) ; 2373-8936 (2012)
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| 11 |
Mainstream ESL Instructional Coaching: A Repeated Measures Replication Study
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In: INTESOL Journal; Vol. 9 No. 1 (2012) ; 2373-8936 (2012)
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| 12 |
Investigating the Efficacy and Sustainability of Instructional Coaching on Teacher Pedagogy
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