Relevant bibliographies by topics / English teachers High school teachers English language

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English teachers High school teachers English language'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "English teachers High school teachers English language"

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Asriati. "A STUDY OF EFFECTIVE ENGLISH LANGUAGE TEACHERS AT SENIOR HIGH SCHOOL LEVEL IN MAKASSAR." ELT Worldwide: Journal of English Language Teaching 2, no. 1 (2015): 63. http://dx.doi.org/10.26858/eltww.v2i1.1257.

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An effective English language teacher has different characteristics from an ordinary one. This research was conducted to reveal the characteristics of effective English language teachers in Makassar and the backgrounds of effective English language teachers that contribute to develop their abilities in teaching. This research applied a qualitative research method using case study approach. The findings of this research show that the characteristics of effective English language teachers in Makassar are divided into several categories; professional competence, pedagogical competence, social competence, personal qualities, and intra and intercultural awareness. Effective English language teachers emphasized their characteristics mostly on professional and pedagogical competence while the students categorized their teachers based on their personal qualities. In terms of personal background, there are several characteristics that could be concluded, they were inspired by their teachers that make them interested in English and become English teachers, they have positive attitudes toward English since they were students, and the second and the third research subject come from teachers’ family while the first research subject does not come from teachers’ family, but they all admitted that their families have important roles to their career as teachers. Keywords: Effective Teachers, Teacher Characteristics, Teachers’ Personal Background
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Torres-Rocha, Julio César. "High School EFL Teachers’ Identity and Their Emotions Towards Language Requirements." PROFILE Issues in Teachers' Professional Development 19, no. 2 (2017): 41–55. http://dx.doi.org/10.15446/profile.v19n2.60220.

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This is a study on high school English as a foreign language Colombian teacher identity. Using an interpretive research approach, I explored the influence of the National Bilingual Programme on the reconstruction of teacher identity. This study focuses on how teachers feel about language requirements associated with a language policy. Three instruments were used to collect the data for this research: a survey to find out teachers’ familiarity with the policy and explore their views on the language policy and language requirements and other aspects of their identity; autobiographical accounts to establish teachers’ trajectories as language learners and as professional English teachers; and semi-structured interviews to delve into their feelings and views on their language policy and requirements for English teachers.
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Kuswandono, Paulus. "MENTOR TEACHERS’ VOICES ON PRE-SERVICE ENGLISH TEACHERS’ PROFESSIONAL LEARNING." Indonesian Journal of Applied Linguistics 6, no. 2 (2017): 213. http://dx.doi.org/10.17509/ijal.v6i2.4846.

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Various studies have demonstrated that the role of mentor teachers in helping pre-service English teachers (PSETs) develop their professional experiences in school-based practicum is undeniably fundamental. Considering that mentor voices are still underrepresented in studies, this study aims to investigate the mentor teachers’ voices and beliefs to help the professional learning of pre-service English teachers (PSETs) in their school-based practicums. This is a qualitative study which involves seven mentor teachers who teach English in senior high schools in Indonesia. Data was gathered through questionnaires and unstructured interviews carried out in the participants’ school setting and analysed using NVIVO 9 (qualitative data analysis software). The findings reveal the mentor teachers’ beliefs in guiding PSETS during the school-based practicum. The mentor teachers viewed that PSETs need to learn and experience more fundamental aspects of teaching, namely interpersonal skills and emotional engagement in teaching, including their leadership. Implications for teacher education to improve the quality of relationship between PSETs and mentor teachers are addressed.
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Torres R, Julio C. "Raising High School English Teachers’ awareness of EIL." Interacción 14 (October 1, 2015): 97–110. http://dx.doi.org/10.18041/1657-7531/interaccion.0.2338.

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The present study is a three-stage action research that aims at raising EFL teachers’ awareness of English as an International Language (EIL) and World Englishes (WE) within a critical perspective of inquiry. Through a taught module on English and its varieties, a survey, a reflection paper, and a semi-structured interview were used to collect the data. The results of the study showed that there was a clear change of conception, at the theoretical level, in teachers’ papers. However, WE was regarded as future possibility for action. On the one hand, all of the participants said the module changed their conception of other varieties of English different from British and American ones. They all went from identifying themselves with either American or British variety, a celebratory perspective, to acknowledging and accepting other English varieties, a critical perspective of English as an international language (EIL).
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Alford, Jennifer, and Alice Windeyer. "Responding to national curriculum goals for English language learners." Journal of Immersion and Content-Based Language Education 2, no. 1 (2014): 74–95. http://dx.doi.org/10.1075/jicb.2.1.04alf.

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The official need for content teachers to teach the language features of their fields has never been greater in Australia than now. In 2012, the recently formed national curriculum board announced that all teachers are responsible for the English language development of students whose first language or dialect is not Standard Australian English (SAE). This formal endorsement is an important juncture regarding the way expertise might be developed, perceived and exchanged between content and language teachers through collaboration, in order for the goals of English language learners in content areas to be realised. To that end, we conducted an action research project to explore and extend the reading strategies pedagogy of one English language teacher who teaches English language learners in a parallel junior high school Geography program. Such pedagogy will be valuable for all teachers as they seek to contribute to English language development goals as outlined in national curricula.
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Metz, Mike. "Accommodating linguistic prejudice? Examining English teachers’ language ideologies." English Teaching: Practice & Critique 18, no. 1 (2019): 18–35. http://dx.doi.org/10.1108/etpc-09-2018-0081.

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PurposeThe purpose of this study is to support the integration of scientifically grounded linguistic knowledge into language teaching in English Language Arts (ELA) classrooms through building an understanding of what teachers currently know and believe about language.Design/methodology/approachIn total, 310 high school English teachers in the USA responded to a survey about their language beliefs. Statistical analysis of responses identified four distinct constructs within their belief systems. Sub-scales were created for each construct, and hierarchical regressions helped identify key characteristics that predicted beliefs along a continuum from traditional/hegemonic to linguistically informed/counter-hegemonic.FindingsKey findings include the identification of four belief constructs: beliefs about how language reveals speaker characteristics, beliefs about how society perceives language use, beliefs about how language should be treated in schools and beliefs about the English teacher’s role in addressing language use. In general, teachers expressed counter-hegemonic beliefs for their own role and their view of speaker characteristics. They expressed hegemonic beliefs for societal perceptions and the dominant school language narrative. Taking a linguistics class was associated with counter-hegemonic beliefs, and teaching longer was associated with more hegemonic beliefs.Practical implicationsThe findings of this study suggest that the longer teachers teach within a system that promotes hegemonic language practices, the more they will align their own beliefs with those practices, despite having learned linguistic facts that contradict pervasive societal beliefs about language. The Dominant School Language Narrative currently accommodates, rather that disrupting, linguistic prejudice.Originality/valueA current understanding of teachers’ language ideologies is a key step in designing teacher professional development to help align teaching practices with established linguistic knowledge and to break down a socially constructed linguistic hierarchy based on subjective, and frequently prejudicial, beliefs.
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Alyousif, Raneem, and Zainab Alsuhaibani. "English Language Learning Demotivating Factors for Saudi High School EFL Students." English Language Teaching 14, no. 8 (2021): 29. http://dx.doi.org/10.5539/elt.v14n8p29.

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Demotivating factors are one of the sources that can reduce students’ motivation toward language learning. This study investigated language learning demotivating factors among high school EFL students. It also explored the educational implications and recommendations for promoting EFL students’ motivation from teachers’ perspectives. A total of 365 Saudi high school EFL students and 18 secondary English language teachers from six public schools participated in the study. The data of the study were collected via two research instruments: a questionnaire and semi-structured interviews with students and teachers. The results revealed that subject- related and teacher-related demotivating factors were the most reported demotivating factors for Saudi high school EFL students. The results also showed that lack of interesting topics, lack of activities for practicing English, overemphasis on grammar, and incompetence of teachers were the most demotivating factors for EFL students toward English learning. Moreover, several recommendations for promoting students’ motivation have been suggested by teachers such as technology use, extrinsic motivation and encouragement, and competitive and collaborative work. 
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Marsella, Elisabeth. "Exploring Teachers’ Use of First Language (L1) in EFL Classroom." TEKNOSASTIK 18, no. 1 (2020): 15. http://dx.doi.org/10.33365/ts.v18i1.483.

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Teachers are always seen as the role model of the classroom. Students tend to imitate what the teachers speak and do, including in English classroom. It has been popular that in English classroom teachers impose the students to use English (L2) only. However, the practice showed that teachers still use L1 in their teaching. Regarding that fact, this study aims to investigate how teachers use first language (L1) in English classroom. The study involves experienced teachers from two private schools in Bekasi, a junior high school and a senior high school. Observations, video and audio recording, and interview were conducted to collect the data. From the data, it is obtained the teacher talk (TT) where the teachers mostly used English. Although the teachers used English and encouraged students to use English, it turned out that in some situation L1 is unavoidable. The teachers used L1 during the class learning. This teachers’ L1 was then analyzed from the perspective of initiation, response, feedback (IRF) exchange. The result shows that teachers performed typical acts and functions in the class interaction. Moreover, teachers’ L1 was not necessarily showing incompetence or reluctance to use L2. Rather, L1 use performed functions in the classroom that it helped teachers build students’ knowledge and manage the class more efficiently.
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Thompson, Gene, and Karen Woodman. "Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs." Asia-Pacific Journal of Teacher Education 47, no. 1 (2018): 48–65. http://dx.doi.org/10.1080/1359866x.2018.1498062.

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Foster, Harold M., and Isadore Newman. "Error analysis for high school english teachers." Language and Education 2, no. 4 (1988): 229–38. http://dx.doi.org/10.1080/09500788809541239.

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Dissertations / Theses on the topic "English teachers High school teachers English language"

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Lenssen, Emily Bucknor. "High school English teachers and ELLs in the mainstream : perceptions, accomodations and supports for their work in an era of standards-based reform /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7561.

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Ng, Yuen-yee Cordia, and 伍婉儀. "What makes a 'good language teacher'?: teachers' and students' perceptions of 'good language teachers' inHong Kong Secondary Schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29758816.

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Renzi, Laura. "The influence of teachers' beliefs on literature instruction in the high school English classroom." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1121782274.

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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xii, 215 p. Includes bibliographical references (p. 206-215). Available online via OhioLINK's ETD Center.
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Jarzab, Ewa Hynds Susan. "Teachers' perspectives on laptop technology in the English language arts classroom: a case study of high school English teachers." Related Electronic Resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2003. http://wwwlib.umi.com/cr/syr/main.

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Chen, Lih-Mei Donna. "Taiwanese junior high school English teachers' perceptions of the washback effect of the basic competence test in English." Columbus, Ohio : Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1039116364.

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Thesis (Ph. D.)--Ohio State University, 2002.<br>Title from first page of PDF file. Document formatted into pages; contains x, 187 p. Includes abstract and vita. Advisor: Keiko K. Samimy, College of Education. Includes bibliographical references (p. 141-147).
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Law, Wai-king. "Students' perception of the NET (native English speaking teacher) in motivating students to learn English : a case study in a band 5 school /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161100.

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Drinnon, Rebecca Lee. "Teacher Beliefs and the Instructional Practices of National Board Certified High School English Teachers." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1999.

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This mixed-methods study explored the instructional methods that accomplished high school English teachers use in their classrooms to improve understanding of how those methods are influenced by the teachers' beliefs. A survey regarding classroom practices and beliefs was sent to 313 National Board Certified Teachers (NBCTs) in English Language Arts--Adolescence and Young Adulthood across the United States with a response rate of 50.8%. From these data, I analyzed the variety and frequency of practices experienced teachers use and the beliefs that influence teachers' instructional decisions. I then conducted follow-up interviews and classroom observations with selected survey participants from North Carolina, Tennessee, Kentucky, and Ohio and explored further the beliefs and motivations of those teachers who were both typical and outlying according to their survey responses. The study found that factors such as school setting, educational level, and gender had little impact on teachers' instructional strategies, although a relationship was found between gender and approach to teaching literature. The study also found that reading instruction dominated the classroom instruction of those teachers, with writing instruction a distant second. In addition, those NBCTs were found to be teachers who developed positive relationships with students, created student-centered classrooms, challenged students academically, and were dedicated to being lifelong learners. In the end, 3 distinct teacher types were identified: teachers who focus on English as a discipline, teachers who focus on more generalized educational goals, and teachers who focus on their students' emotional well-being. However, the study suggests that all the teachers who participated in the study formed a fairly homogenous group regardless of their differences and that teachers' own educational experiences in school played a more significant role in determining their classroom behaviors than did their educational beliefs.
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Au, Suk-ying. "A study of students' responses to their teachers' written feedback on writing." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161793.

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Thompson, Clarissa. "Pedagogy and prospective teachers in three college English courses /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7826.

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Tang, Kit-yee Anna. "Learning independently : a study of teachers' and students' perceptions of self-access language learning in a Hong Kong secondary school /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25755365.

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Books on the topic "English teachers High school teachers English language"

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Formative assessment for English language arts: A guide for middle and high school teachers. Eye On Education, 2008.

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The English teacher's handbook. Continuum, 2009.

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Ostrowski, Steven. How English is taught and learned in four exemplary middle and high school classrooms. National Research Center on English Learning & Achievement, University at Albany, State University of New York, 2000.

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Sunstein, Bonnie S. Composing a culture: Inside a summer writing program with high school teachers. Boynton/Cook Publishers, 1994.

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L, Smith William. Class size and English in the secondary school. ERIC Clearinghouse on Reading and Communication Skills, Office of Educational Research and Improvement, U.S. Dept. of Education, 1986.

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How to be a brilliant English teacher. RoutledgeFalmer, 2005.

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Empowering students to write and re-write: Strategies for middle and high school teachers. Eye On Education, 2009.

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Cleaf, David W. Van. Energizing social studies through writing: A handbook for middle school and high school teachers. GSP, 1993.

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Wright, Trevor. How to be a brilliant English teacher. 2nd ed. Routledge, 2012.

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English teacher's survival guide: Ready-to-use techniques & materials for grades 7-12. Center for Applied Research in Education, 1994.

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Book chapters on the topic "English teachers High school teachers English language"

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Cook, Melodie. "Expatriate High School English Teachers’ Experiences with Entrance Examination Creation in Japan: Opportunities and Challenges." In Teacher Involvement in High-Stakes Language Testing. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77177-9_12.

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Victori, Mia, and Elsa Tragant. "9. Learner Strategies: A Cross-sectional and Longitudinal Study of Primary and High-school EFL Teachers." In Age and the Acquisition of English as a Foreign Language, edited by María del Pilar García Mayo and María Luisa García Lecumberri. Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596407-010.

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Nagamine, Toshinobu. "Preservice and Inservice English as a Foreign Language Teachers’ Perceptions of the New Language Education Policy Regarding the Teaching of Classes in English at Japanese Senior High Schools." In Multiculturalism and Conflict Reconciliation in the Asia-Pacific. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1007/978-1-137-40360-5_6.

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Coles-Ritchie, Marilee. "Teachers as Agents of School Change." In Inciting Change in Secondary English Language Programs. Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101074_6.

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Fones, Aliza. "3. Examining High School English Language Learner Teacher Agency: Opportunities and Constraints." In Theorizing and Analyzing Language Teacher Agency, edited by Hayriye Kayi-Aydar, Xuesong (Andy) Gao, Elizabeth R. Miller, Manka Varghese, and Gergana Vitanova. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923927-005.

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Cunningham, Una. "Teaching English Pronunciation Online to Swedish Primary-School Teachers." In Second Language Learning and Teaching. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11092-9_4.

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Tante, Achu Charles. "A Critical Analysis of Teacher Involvement in the English Language Paper of the First School Leaving Certificate Examination (FSLC) in Cameroon." In Teacher Involvement in High-Stakes Language Testing. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77177-9_3.

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Chan, Winnie Laifan. "Hong Kong Secondary School English Teachers’ Beliefs and Their Influence on the Implementation of Task-Based Language Teaching." In English Language Education and Assessment. Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-071-1_2.

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Dikilitaş, Kenan, Yeşim Keşli Dollar, and Enisa Mede. "English Language Teachers’ Perceptions of Involvement in High-Stakes Testing in Turkey." In Teacher Involvement in High-Stakes Language Testing. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77177-9_13.

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Fan, Jason Jinsong. "A Survey of English Language Testing Practices in China: Students’ and Teachers’ Perspectives." In Teacher Involvement in High-Stakes Language Testing. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77177-9_16.

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Conference papers on the topic "English teachers High school teachers English language"

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Wahyuni, Delvi, Witri Oktavia, and Ainul Addinna. "Indonesian High School Teachers’ Approaches in Teaching Literature in English." In Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.010.

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Sousia, Threesje R., and Renata C. G. V. Nikijuluw. "Teachers' Questioning in EFL Classroom: Facts and Expectations at Senior High School in Ambon." In International Conference on English Language Teaching (ICONELT 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.46.

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Souisa, Threesje R., and Astri Mardilla Ramli. "Teachers' Questioning in EFL Classroom: Facts and Expectations at Senior High School in Ambon." In International Conference on English Language Teaching (ICONELT 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.9.

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Safrianti, Rini. "Reading Teaching Strategies Used by English Teachers at Senior High School 1 Ampek Angkek." In 7th International Conference on English Language and Teaching (ICOELT 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.060.

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Salima, Annisa, and Hamzah. "Teachers’ Solution in English Online Learning Process for Senior High School Students in Pandemic Era." In Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.038.

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Darmawan, Rusman, Dinn Wahyudin, and Mohammad Ali. "English Language Teaching Curriculum in Indonesia: Senior High School Teachers’ Perspectives and Practices." In Borneo International Conference On Education And Social. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009019402480254.

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Ulhasanah, Annisa, Refnaldi, and M. Zaim. "Teachers’ Need for Authentic Assessment to Assess Speaking Skill at Grade X of Senior High School in Batusangkar." In 7th International Conference on English Language and Teaching (ICOELT 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.017.

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Rahayu, Tri, and Jufrizal. "Teachers’ Challenging Towards Implementation E-Learning Applications in Giving Feedback for First Grade Students’ of Junior High School." In Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.012.

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REFNALDI, Refnaldi, M. ZAIM, and Elva MORIA. "Teachers' Need for Authentic Assessment to Assess Writing Skill at Grade VII of Junior High Schools in Teluk Kuantan." In Fifth International Seminar on English Language and Teaching (ISELT 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/iselt-17.2017.32.

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Cenrikawaty, Yuni, Mukhaiyar Mukhaiyar, Anas Yasin, and Ngusman Abdul Manaf. "The English Teachers’ Management for Genre-Based Writing Instruction in Learning Process of 2013 Curriculum at Senior High School." In Proceedings of the International Conference on Language, Literature, and Education (ICLLE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/iclle-18.2018.49.

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Reports on the topic "English teachers High school teachers English language"

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Lavadenz, Magaly, Elvira Armas, and Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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&lt;p&gt;In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3&lt;sup&gt;rd&lt;/sup&gt; and 7&lt;sup&gt;th&lt;/sup&gt; grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.&lt;/p&gt;
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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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Grossman, Pam, Susanna Loeb, Julia Cohen, et al. Measure for Measure: The relationship between measures of instructional practice in middle school English Language Arts and teachers' value-added scores. National Bureau of Economic Research, 2010. http://dx.doi.org/10.3386/w16015.

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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.
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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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