Ideas in Practice: Professional Development to Manage Atypical Learner Behaviors

Issues of atypical learners in the developmental English classroom of an urban community college prompted a faculty collaborative "Group" response. Instructors and tutors were unable to help these students progress in their learning and the classroom atmosphere was impacted. The Group reac...

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Bibliographic Details
Published in:Journal of developmental education 2011-12, Vol.35 (2), p.22-39
Main Authors: Colarossi, Anthony G., Maltzman, Rachelle, Parisi, Hope, Rudisel, Christine M., Weiss, Tara
Format: Article
Language:English
Subjects:
Academic learning
Action research
Alliances
Beginning Teachers
Classroom techniques
Collaboration
Collaborative learning
College students
Community colleges
Educational Practices
English as a second language learning
English language learners
Frustration
Inquiry method
Outcomes of Education
Professional development
Research Methodology
Surface structure
Teacher education
Teachers
Tutoring
Written composition
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Summary:Issues of atypical learners in the developmental English classroom of an urban community college prompted a faculty collaborative "Group" response. Instructors and tutors were unable to help these students progress in their learning and the classroom atmosphere was impacted. The Group reached out to frustrated instructors and planned strategies for improving academic outcomes, offered collegial support, and provided professional development to tutors and instructors. Applying current action research-based models and focusing on a case-study format, the Group's structure evolved to support more effective integration of atypical learners in the classroom.
ISSN:0894-3907