This study mapped challenges and changed approaches/instructional strategies of teachers in the MH School District related to teaching Second Language Learners. The study followed district-wide professional development that provided teachers with the opportunity to pace their own expansion of instructional strategies over time and incorporate real issues in their learning community. Following SIOP (Sheltered Instruction Observation Protocol) training, the district provided repeated, ongoing, 40-minute session for teachers to collaborate with their team. The sessions were referred to as Teacher Directed Ongoing Collaboration (TDOC). The collaborative sessions were spaced through the 4-month study and provided ongoing learning for team members. A SIOP coach facilitated the sessions. The action research project tracked changes, summarized outcome, compared data (before and after implementation) and determined the teacher's "level of use" of SIOP in instruction at the end of the project. The results of this study indicated that the level of use of SIOP increased after teachers participated in teacher directed ongoing collaboration (TDOC).
The study question was to determine if teachers trained to use an innovation, would fully implement at a high level of use, following participation in teacher collaboration and this question prompted further questions: (1) Would specially designed teacher collaboration increase the level of use of SIOP in the classrooms? (2) Would changes in teacher's thinking and beliefs cause increased levels of use of SIOP?
|Commitee:||Exposito, Sara, Ruhl, Tom|
|School:||Lewis and Clark College|
|School Location:||United States -- Oregon|
|Source:||DAI-A 68/09, Dissertation Abstracts International|
|Subjects:||School administration, Teacher education|
|Keywords:||Collaboration, English as a second language, Language learners, SIOP, Sheltered Instruction Observation Protocol, TDOC, Teacher-directed ongoing collaboration|
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