Informing the Principalship: Educators' Lived Experiences with Received Professional Development for English Language Learners and the Impact on Instructional Practices and Student Outcomes
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Administration
Date of Award
Summer 2020
Abstract
The purpose of this narrative inquiry was to explore the lived experiences of educators’ received professional development (PD) for English language learners and the subsequent impact on daily instructional practices and student outcomes. As demographics change in some regions of the United States, teachers and leaders of education struggle to conquer the challenges of a diverse classroom of learners, specifically when teaching English language learners (ELLs). The findings of this study offer insight into the lived experiences of teachers who teach ELLs and have engaged in PD for ELLs. The eight participants in this study engaged in semistructured interviews and answered open-ended questions. Participants expounded upon their lived experiences teaching ELLs, the ability of ELL PD to build teacher capacity, and the factors of ELL PD that impact daily classroom instruction. Findings from this study revealed the following major themes: instructional barriers, rapport building with students, teacher preparation, expert modeling, hands-on PD, administrative support, frequency of ELL PD, and follow-up of PD.
Advisor
Nathan R. Templeton
Subject Categories
Education | Educational Administration and Supervision
Recommended Citation
Graves, Bartholomew Andre, "Informing the Principalship: Educators' Lived Experiences with Received Professional Development for English Language Learners and the Impact on Instructional Practices and Student Outcomes" (2020). Electronic Theses & Dissertations. 24.
https://digitalcommons.tamuc.edu/etd/24
