Situated Responses and Professional Development for Changing Student Demographics in the New Latino SouthReportar como inadecuado

Situated Responses and Professional Development for Changing Student Demographics in the New Latino South - Descarga este documento en PDF. Documentación en PDF para descargar gratis. Disponible también para leer online.

Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (Denver, CO, Apr 30-May 4, 2010)

This paper describes the outcomes and key elements of collaborative professional development on K-12 educators working to improve education of Latino and English learning students in a state with rapidly changing demographics. Across four years (2003-04 through 2006-07), 37 teams from 16 urban, suburban, and rural school districts in the state of Georgia took part in university-sponsored, year-long professional development resulting in creation and implementation of localized "action plans" in their school settings. Action plans were coded thematically to find common focal areas for implementation, and corresponding evaluation data (self-assessment of the professional development's impact, n=174; 4 items exemplifying implementation themes from a pre- and post-participation questionnaire, n=109) were investigated for impact. Open-ended responses on year-end questionnaires identified aspects of the professional development which participants found especially beneficial. Common areas selected across teams for action plan implementation were (1) reducing language barriers; (2) improving family and parent engagement; (3) piloting instructional modifications; and (4) providing additional professional development. Paired samples t-tests for related pre- to post-questionnaire items demonstrated significant (p less than 0.001) improvement in participants' assessment of these areas for themselves/their schools. 59.8% of respondents likewise indicated a "large impact" of the professional development on their work, attitude, or preparedness. Participants identified key characteristics of the professional development's success: the value of access to expert presenters; the value of interaction with peer groups during the professional development; and the value of participating in a formalized university-sponsored program. These participant-identified factors, in addition to those suggested by review of past research, may be helpful in planning successful future university-sponsored professional development with K-12 educators. (Contains 6 tables.)

Descriptors: Rural Schools, Elementary Secondary Education, Measures (Individuals), Professional Development, Hispanic American Students, Educational Improvement, English (Second Language), Second Language Learning, School Districts, Inservice Teacher Education, State Action, Questionnaires, Peer Relationship, Teacher Effectiveness, College School Cooperation

Autor: Matthews, Paul H.; Portes, Pedro R.; Mellom, Paula J.


Documentos relacionados