An Exploratory Study of Instructors Who Became Administrators of Post-Secondary ESOL Programs in the United States

References

• Adams, E., Morehead, P., & Sledge, J. (2008). The call for collaboration & leadership: The student teaching experience. The International Journal of Learning, 15(11), 119–125.
   Google Scholar
• Allender, S. C. (1998, April). Australia's migrants and refugees: Opening the door to lifelong learning. how adults learn a new language. Paper presented at an International Conference on “How Adults Learn,” Washington, DC. Retrieved from https://files.eric.ed.gov/fulltext/ED419434.pdf
   Google Scholar
• Bacheler, M. (2015). Professional development of continuing higher education unit leaders: A need for a competency-based approach. The Journal of Continuing Higher Education, 63(3), 152–164. https://doi.org/10.1080/07377363.2015.1085799
   Web of Science ®Google Scholar
• Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147. https://doi.org/10.1037/0003-066X.37.2.122
   Web of Science ®Google Scholar
• Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1–26. https://doi.org/10.1146/annurev.psych.52.1.1
   PubMed Web of Science ®Google Scholar
• Bergeron, B. S. (2008). Enacting a culturally responsive curriculum in a novice teacher’s classroom: Encountering disequilibrium. Urban Education, 43(1), 4–28. https://doi.org/10.1177/0042085907309208
   Web of Science ®Google Scholar
• Birnbaum, M., Cardona, B., Milian, M., & Gonzalez, M. (2012). Strangers in a strange land: How non-traditional international adult students see a United States university. Journal of International Education and Leadership, 2(2), 1–16.
   Google Scholar
• Blanco-Vega, C. O., Castro-Olivo, S. M., & Merrell, K. W. (2007). Social-emotional needs of Latino immigrant adolescents: A sociocultural model for development and implementation of culturally specific interventions. Journal of Latinos and Education, 7(1), 43–61. https://doi.org/10.1080/15348430701693390
   Google Scholar
• Brannan, D., & Bleistein, T. (2012). Novice ESOL teachers’ perceptions of social support networks. TESOL Quarterly, 46(3), 519–541. https://doi.org/10.1002/tesq.40
   Web of Science ®Google Scholar
• Brookfield, S. D. (2017). Becoming a critically reflective teacher (2nd ed.). Jossey-Bass.
   Google Scholar
• Chisman, F. P., & Crandall, J. (2007). Passing the torch: Strategies in innovation in community college ESL. Council for Advancement of Adult Literacy.
   Google Scholar
• Clandinin, D. J. (2013). Engaging in narrative inquiry. Left Coast Press.
   Google Scholar
• Colombo, M., Tigert, J. M., & Leider, C. M. (2019). Positioning teachers, positioning learners: Why we should stop using the term English learners. TESOL Journal, 10(2), e00432. https://doi.org/10.1002/tesj.432
   Web of Science ®Google Scholar
• Cranton, P. (1996). Professional development as transformative learning: New perspectives for teachers of adults. Jossey-Bass.
   Google Scholar
• Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications, Inc.
   Google Scholar
• Day, B. W., Lovato, S., Tull, C., & Ross-Gordon, J. (2011). Faculty perceptions of adult learners in college classrooms. The Journal of Continuing Higher Education, 59(2), 77–84. https://doi.org/10.1080/07377363.2011.568813
   Google Scholar
• Doran, P. R. (2014). Professional development for teachers of culturally and linguistically diverse learners: Teachers' experiences and perceptions. Global Education Journal, 2014(3), 62–80.
   Google Scholar
• Engels-Schwarzpaul, A.-C. (2015). The ignorant supervisor: About common worlds, epistemological modesty and distributed knowledge. Educational Philosophy and Theory, 47(12), 1250–1264. https://doi.org/10.1080/00131857.2015.1041443
   Web of Science ®Google Scholar
• Faez, F., & Valeo, A. (2012). TESOL teacher education: Novice teachers’ perceptions of their preparedness and efficacy in the classroom. TESOL Quarterly, 46(3), 450–471. https://doi.org/10.1002/tesq.37
   Web of Science ®Google Scholar
• Farrell, T. S. C. (2012). Reflective practice as professional development. In C. Coombe, L. England, & J. Schmidt (Eds.), Reigniting, retooling, and retiring in English language teaching. University of Michigan Press.
   Google Scholar
• Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–171. https://doi.org/10.17763/0017-8055.85.2.149
   Web of Science ®Google Scholar
• Freire, P. (2007). Pedagogy of the oppressed (30th anniversary ed.). Continuum.
   Google Scholar
• Fuhr, T., Dienslake, D., Powell, E., & Freiburger . (2007). Be sure you’re offering supports adults need: NSR board members discuss support service strategies. Nontraditional Students Report, 10(1), 4–5.
   Google Scholar
• Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 535 (2), 106–116. https://doi.org/10.1177/0022487102053002003
   Google Scholar
• Gianakos, I. (2002). Issues of anger in the workplace: Do gender and gender role matter? The Career Development Quarterly, 51(2), 155–171. https://doi.org/10.1002/j.2161-0045.2002.tb00597.x
   Web of Science ®Google Scholar
• Guy, T. C. (1999). Culture as context for adult education: The need for culturally relevant adult education. In T. C. Guy (Ed.), Providing culturally relevant adult education: A challenge for the twenty-first century (pp. 5–18). Jossey-Bass Publishers.
   Google Scholar
• Hope, J. (2014). Program faces falling local demand for graduates. Recruiting & Retaining Adult Learners, 17(3), 3–3. https://doi.org/10.1002/nsr.30004
   Google Scholar
• Housel, D. (2020). When co-occurring factors impact adult learners: Suggestions for instruction, preservice training, and professional development. Adult Learning, 31(1), 6–16. https://doi.org/10.1177/1045159519849910
   Web of Science ®Google Scholar
• Housel, D. (2021a). From immigrants to university students: Perceptions of instructor effectiveness among adult emergent bi/multilingual learners in the United States. The Journal of Continuing Higher Education, 69(2), 71–86. https://doi.org/10.1080/07377363.2020.1772000
   Web of Science ®Google Scholar
• Housel, D. (2021b). Sophie’s choices: One TESOL professional’s journey. MEXTESOL Journal, 45(4).
   Google Scholar
• Kanno, Y., & Varghese, M. (2010). Immigrant and refugee ESL students’ challenges to accessing four-year college education: From language policy to educational policy. Journal of Language, Identity & Education, 9(5), 310–328. https://doi.org/10.1080/15348458.2010.517693
   Web of Science ®Google Scholar
• Knowles, M., Holton, E., & Swanson, R. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.
   Google Scholar
• Komives, S. R., & Wagner, W. (2010). Manage controversy with civility. Nontraditional Students Report, 12(6), 8. https://doi.org/10.1002/nsr
   Google Scholar
• Krashen, S. (1985). The input hypothesis: Issues and implications. Longman.
   Google Scholar
• Ladson-Billings, G. (1995a). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159–168. https://doi.org/10.1080/00405849509543675
   Web of Science ®Google Scholar
• Ladson-Billings, G. (1995b). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465
   Web of Science ®Google Scholar
• Lee, C. (2007). Ditch annual appraisals, try ongoing feedback instead. Nontraditional Students Report, 10(3), 8.
   Google Scholar
• McCarthy, C. (2015). Develop key qualities to become a more effective supervisor. Recruiting & Retaining Adult Learners, 17(5), 9–9. https://doi.org/10.1002/nsr.30023
   Google Scholar
• McCarthy, C. (2017). Learn how to navigate the challenges of supervising difficult staff members. Recruiting & Retaining Adult Learners, 19(11), 8–9. https://doi.org/10.1002/nsr.30270
   Google Scholar
• McKnight, C. P., & Martin, B. N. (2021). Creating an effective educational environment for adult learners: A qualitative, multi-case study of off-campus center administrator’s use of invitational leadership. Journal of Invitational Theory and Practice, 21, 48–67. https://doi.org/10.26522/jitp.v21i.3515
   Google Scholar
• Mermelstein, A. D. (2018). Reflective teaching as a form of professional development. MEXTESOL Journal, 42(4), 1–14.
   Google Scholar
• Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
   Google Scholar
• Milner, H. R. (2002). A case study of an experienced English teacher's self-efficacy and persistence through “crisis” situations: Theoretical and practical considerations. The High School Journal, 86(1), 28–35. https://doi.org/10.1353/hsj.2002.0020
   Google Scholar
• Mull, C., Sitlington, P. L., & Alper, S. (2001). Postsecondary education for students with learning disabilities: A synthesis of the literature. Exceptional Children, 68(1), 97–118. https://doi.org/10.1177/001440290106800106
   Web of Science ®Google Scholar
• Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages. Applied Linguistics Review, 6(3), 281–308. https://doi.org/10.1515/applirev-2015-0014
   Web of Science ®Google Scholar
• Paris, D., & Alim, H. S. (Eds.). (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.
   Google Scholar
• Parmegiani, A. (2019). Using ESL students’ first language to promote college success: Sneaking the mother tongue through the backdoor. Routledge.
   Google Scholar
• Pavlenko, A. (2002). Whose story is it, anyway? TESOL Quarterly, 36(2), 213–218. https://doi.org/10.2307/3588332
   Web of Science ®Google Scholar
• Perry, K. H., & Hart, S. J. (2012). “I’m just kind of winging it”: Preparing and supporting educators of adult refugee learners. Journal of Adolescent & Adult Literacy, 56(2), 110–122. https://doi.org/10.1002/JAAL.00112
   Web of Science ®Google Scholar
• Pirbhai-Illich, F., Pete, S., & Martin, F. (Eds.) (2017). Culturally responsive pedagogy: Working towards decolonialization, indigeneity, and interculturalism. Palgrave Macmillan.
   Google Scholar
• Polson, C. J., & White, W. J. (2001). Serving adult learners with disabilities. Adult Learning, 121 (2), 15–18. https://doi.org/10.1177/104515950101200206
   Google Scholar
• Posamentier, A. S., Holcombe, A., & Johnston, R. (2013). How do you keep morale high during tough times? Recruiting & Retaining Adult Learners, 15(7), 3.
   Google Scholar
• Saldaña, J. (2016). The coding manual for qualitative researchers. Sage Publications, Inc.
   Google Scholar
• Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design in teaching and learning in the professions. Jossey-Bass.
   Google Scholar
• Shiffman, C. C. (2019). Learning to communicate across language and culture: Demographic change, school, and parents in adult ESL classes. School Community Journal, 29(1), 9–38.
   Google Scholar
• Smith, C. (1970). Accountability requirements and professional development in the US adult basic and literacy education system. Literacy and Numeracy Studies, 17(3), 27–41. https://doi.org/10.5130/lns.v17i3.1395
   Google Scholar
• TESOL International Association. (2003). Standards for Adult Education ESL Programs. TESOL Press.
   Google Scholar