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Direct linkXimena Uribe-Zarain; Andrea B. Hellman; Angela B. Bell – TESOL Journal, 2025
In light of the growing diversity in U.S. schools, this case study explored how sustained professional development (PD) centered around assets-based approaches can shape the dispositions of teachers of culturally and linguistically diverse (CLD) students. The study followed 84 in-service teachers who completed a 2-year intensive TESOL…
Descriptors: Elementary School Teachers, Secondary School Teachers, Culturally Relevant Education, Diversity Equity and Inclusion
Peer reviewedAnderson, Peggy J. – TESOL Journal, 1997
Discusses the collaborative efforts of a team of elementary school and university educators working within the context of a professional development school (PDS) to foster culturally responsible pedagogy, inspire reflective practice, and enhance student performance. Concludes that the PDS experience increases teacher effectiveness and…
Descriptors: Academic Achievement, Accountability, Change Agents, Cultural Awareness
Peer reviewedSeaman, Alan; Sweeny, Barry; Meadows, Pamela; Sweeny, Marilyn – TESOL Journal, 1997
Discusses a program in which adult education English-as-a-Second-Language teachers worked with mentors to cultivate valuable professional habits. Notes the three characteristics of the program: concentration on the dynamics of classroom instruction; emphasis on practices such as reflective journaling and peer discussion; and a commitment to allow…
Descriptors: Adult Education, Change Agents, Classroom Techniques, English (Second Language)
