Linguistically Responsive Professional Development: An Apprenticeship Model

Across the globe, schools serve students from increasingly diverse backgrounds, including those still learning the dominant language. But schools have struggled to maintain pace with the changing population, resulting in a lack of prepared teachers and subsequent gaps in student achievement. In this...

Full description

Saved in:
Bibliographic Details
Published in:Improving schools 2018-03, Vol.21 (1), p.32-47
Main Authors: Heineke, Amy, Papola-Ellis, Aimee, Cohen, Sarah, Davin, Kristin
Format: Article
Language:English
Subjects:
Academic Achievement
Apprenticeships
Capacity Building
Cultural Differences
Educational Practices
Elementary Secondary Education
English (Second Language)
Faculty Development
Instructional Design
Instructional Leadership
Program Descriptions
Second Language Learning
Teacher Leadership
Teamwork
Urban Schools
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Across the globe, schools serve students from increasingly diverse backgrounds, including those still learning the dominant language. But schools have struggled to maintain pace with the changing population, resulting in a lack of prepared teachers and subsequent gaps in student achievement. In this article, we share a theoretically grounded and research-based approach to build capacity in linguistically diverse schools through multi-faceted professional development (PD) efforts with teachers and leaders. Based on a 3-year project that successfully built foundations, structures, and supports for culturally and linguistically diverse (CLD) students in 32 urban schools in the United States, we provide readers with pertinent foci and facets to design and implement linguistically responsive practice and PD.
ISSN:1365-4802
1475-7583
DOI:10.1177/1365480217732632