Whole School English Learner Reform: A Heuristic Approach to Professional Learning in Middle Schools

This work highlights a heuristic model for professional learning while examining the implementation of a reform initiative. The researchers used longitudinal data collected from surveys to develop and fit a model of professional learning where patterns of interaction among teachers changed the discu...

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Bibliographic Details
Published in:Planning & changing 2015-04, Vol.46 (1-2), p.21
Main Authors: Plough, Bobbie, Garcia, Ray
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement Gap
Alignment (Education)
Change Strategies
Cooperative Planning
Educational Change
English as a second language
English Language Learners
Faculty Development
Grade 11
Grade 2
Heuristic
Heuristics
Immigrants
Interaction
Language Acquisition
Language Arts
Language Usage
Likert Scales
Longitudinal Studies
Middle School Teachers
Middle schools
Minority students
Pretests Posttests
Professional development
Program Implementation
Progress Monitoring
Quality of education
Questionnaires
School Culture
Standardized Tests
Sustainability
Teacher Collaboration
Teacher Surveys
Teachers
Teaching Methods
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Summary:This work highlights a heuristic model for professional learning while examining the implementation of a reform initiative. The researchers used longitudinal data collected from surveys to develop and fit a model of professional learning where patterns of interaction among teachers changed the discussion about English learner instruction. Data were collected over two years from an English learner reform initiative. By aligning the organizational constructs of a reforming middle school to the implementation of an English learner initiative characterized by a heuristic model for professional learning, the authors appraised the relative influence and informal processes that occur in teacher professional development.
ISSN:0032-0684