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The effects of professional practice...

Hales, Kelly Kristina.

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The effects of professional practice of a systematic approach to the professional development of ESL teachers in the area of writing.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effects of professional practice of a systematic approach to the professional development of ESL teachers in the area of writing./
Author:	Hales, Kelly Kristina.
Description:	217 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
Contained By:	Dissertation Abstracts International75-05A(E).
Subject:	Education, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3609572
ISBN:	9781303685170

The effects of professional practice of a systematic approach to the professional development of ESL teachers in the area of writing.
Hales, Kelly Kristina.

The effects of professional practice of a systematic approach to the professional development of ESL teachers in the area of writing. - 217 p.

Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.

Thesis (Ed.D.)--The University of North Carolina at Greensboro, 2013.

This item must not be sold to any third party vendors.

The exponential increase of English Language Learners (ELL) in the United States has resulted in the implementation of effective instructional programs addressing language acquisition and academic content in local school systems. The purpose of this study was to explore the impact of professional development on five ESL teachers' lesson design and delivery as they converted the knowledge and skills gained in their professional development specific to the area of Writing.

ISBN: 9781303685170Subjects--Topical Terms:

1019158
Education, General.

The effects of professional practice of a systematic approach to the professional development of ESL teachers in the area of writing.
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020 $a 9781303685170
035 $a (MiAaPQ)AAI3609572
035 $a AAI3609572
040 $a MiAaPQ $c MiAaPQ
100 1 $a Hales, Kelly Kristina. $3 3170461
245 1 4 $a The effects of professional practice of a systematic approach to the professional development of ESL teachers in the area of writing.
300 $a 217 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
500 $a Adviser: Carl Lashley.
502 $a Thesis (Ed.D.)--The University of North Carolina at Greensboro, 2013.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The exponential increase of English Language Learners (ELL) in the United States has resulted in the implementation of effective instructional programs addressing language acquisition and academic content in local school systems. The purpose of this study was to explore the impact of professional development on five ESL teachers' lesson design and delivery as they converted the knowledge and skills gained in their professional development specific to the area of Writing.
520 $a A phenomenological case study was used to gain insight into teachers' perspectives of their experiences as participants in ESL professional development and how the knowledge and skills acquired during the professional development translated to the lesson design and delivery impacting student outcomes. Data were gathered during individual interviews and group professional development sessions and aggregated student data. Analysis of the data resulted in the multiple conclusions. When teachers used appropriate and a wide variety of instructional strategies that were based in the research-proven framework, Sheltered Instruction Observation Protocol (SIOP), students typically experienced positive growth in Writing. Writing cannot be taught in isolation because it is a component of Literacy. Therefore, through systemic approaches to Writing and writing in each content area, students gain the skills and knowledge to write as a way to communicate their content understanding. Teachers' instruction improved based on the professional development in which teachers participated addressing their individual areas of development. This systematic approach to differentiated professional development influenced the ESL teachers' lesson delivery and ultimately student outcomes.
590 $a School code: 0154.
650 4 $a Education, General. $3 1019158
650 4 $a Education, English as a Second Language. $3 1030294
690 $a 0515
690 $a 0441
710 2 $a The University of North Carolina at Greensboro. $b School of Education: Educational Leadership and Cultural Foundations. $3 1058975
773 0 $t Dissertation Abstracts International $g 75-05A(E).
790 $a 0154
791 $a Ed.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3609572