Teachers, Families, and Communities Supporting English Language Learners in Inclusive Pre-Kindergartens: An Evaluation of a Professional Development Model

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Swetha Chakravarthi (Creator)
Belinda J Hardin, Associate Professor (Creator)
Linlin Li (Creator)
Joanna K. Lower (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: The purpose of the Teachers, Families, and Communities Supporting English Language Learners (TFC) project was to implement and evaluate a sustainable model of high-quality professional development focused on improving inclusive pre-kindergarten services for English Language Learners (ELL) and their families. The professional development program consisted of three interactive training sessions and on-site classroom coaching visits. The project evaluation consisted of an assessment of the professional development program (i.e., the training sessions and coaching) and teachers' self-assessments of their beliefs and practices. Results indicate that the professional development program supported pre-kindergarten teachers in their efforts to be responsive to ELL children in their classrooms and with their families. Results also indicate that pre-kindergarten teachers are in need of continued support as they work with linguistically and culturally diverse children and their families. Implications for future professional development focused on English Language Learners are discussed.

Additional Information

Journal of Early Childhood Teacher Education, 31, 20-36.
Language: English
Date: 2010
Early childhood special education, English Language Learners, Family participation, Professional development, In-service teacher education programs

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