Investigating the impact of professional development on teachers’ instructional time and English learners’ language development: a multilevel cross-classified approach

Fuhui Tong · Wen Luo · Beverly J. Irby · Rafael Lara‐Alecio · Héctor H. Rivera

43 citations0/0 files storedInternational Journal of Bilingual Education and Bilingualism

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Teacher Education and Leadership Studies EFL/ESL Teaching and Learning Second Language Learning and Teaching

Abstract

We examined the direct impact of an ongoing, intensive, and structured professional development (PD) within an English-as-second-language (ESL) instructional intervention on (a) teachers’ time allocation in cognitive–academic language proficiency (CALP) and (b) Spanish-speaking English language learners’ (ELLs) CALP development from the second to third grade within a multilevel cross-classified framework. Second, we explored the mediation effect of teachers’ time allocation. We observed that treatment teachers spent more time in CALP than control teachers as a result of the instructional intervention with PD. In addition, the treatment effect was evident in ELLs’ outcomes, including expressive vocabulary, oral reading fluency, and retell fluency. Finally, the treatment effect was completely mediated through teachers’ time allocation in CALP in the second grade on retell fluency.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 43 citations exist upstream.

References

2000Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction 2006Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth.2017Developing Literacy in Second-Language Learners 1979Cognitive/Academic Language Proficiency, Linguistic Interdependence, the Optimum Age Question and Some Other Matters. Working Papers on Bilingualism, No. 19.2007The Effects of Repetition on Vocabulary Knowledge 2000Making content comprehensible for English language learners : the SIOP model 2007Effect Sizes in Cluster-Randomized Designs 2008Classroom Effects on Children’s Achievement Trajectories in Elementary School

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.