Targeting Professional Development Practices of Second Grade Bilingual Teachers in a Transitional/Early Exit Program in a Texas School District
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Administration
Date of Award
Summer 2022
Abstract
Although research studies have been conducted regarding professional development in various areas of education, few have specifically focused on transitional/early exit bilingual education programs. This qualitative study could fill in the gaps identified in previous research regarding transitional/early exit bilingual education programs, obtain the professional development practices of second grade bilingual teachers who teach in a transitional/early exit bilingual education program, and address the need for professional development specific to the needs of second grade bilingual teachers who teach in a transitional early exit bilingual education program. Specifically, the researcher examined the professional development practices of second grade bilingual teachers who teach in a transitional/early exit bilingual education program according to years of experience. Additionally, a bilingual program’s director planning, coordinating, and implementation of professional development was examined.
Advisor
Ava Muñoz
Subject Categories
Education | Teacher Education and Professional Development
Recommended Citation
Salinas, Brenda González, "Targeting Professional Development Practices of Second Grade Bilingual Teachers in a Transitional/Early Exit Program in a Texas School District" (2022). Electronic Theses & Dissertations. 1025.
https://digitalcommons.tamuc.edu/etd/1025
