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Teachers and Teaching
theory and practice
Volume 17, 2011 - Issue 1
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Articles

Better serving the needs of limited English proficient (LEP) students in the mainstream classroom: examining the impact of an inquiry‐based hybrid professional development program

Mary Hutchinson Department of Education, Pennsylvania State University, Lehigh Valley Campus, Saucon Valley Road, Center Valley, PA, USACorrespondence[email protected]
&
Xenia Hadjioannou Department of Education, Pennsylvania State University, Lehigh Valley Campus, Saucon Valley Road, Center Valley, PA, USA
Pages 91-113 | Received 11 Apr 2009, Accepted 06 Jun 2010, Published online: 13 Jan 2011

Citations (14)

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Read on this site (6)

Ye He & Dawn Bagwell. (2023) Collaborative Learning through Online Professional Development. The Teacher Educator 58:1, pages 15-28.
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Eseta Tualaulelei & Christine Halse. (2021) A scoping study of in-service teacher professional development for inter/multicultural education and teaching culturally and linguistically diverse students. Professional Development in Education 0:0, pages 1-15.
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Aimee Papola-Ellis & Amy J. Heineke. (2020) Interrupting Teachers’ Assumptions about English Learners through Literature Discussion. Action in Teacher Education 42:3, pages 234-252.
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Elizabeth M. Hughes & Laura Mahalingappa. (2018) Experiences and Perceived Benefits of a Digital Pen Pal Experience on Preservice Teachers’ Preparation for Working with English Learners. Action in Teacher Education 40:3, pages 253-271.
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Laura Mahalingappa, Elizabeth M. Hughes & Nihat Polat. (2018) Developing preservice teachers’ self-efficacy and knowledge through online experiences with English language learners. Language and Education 32:2, pages 127-146.
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Melinda Martin-Beltran & Megan Madigan Peercy. (2014) Collaboration to teach English language learners: opportunities for shared teacher learning. Teachers and Teaching 20:6, pages 721-737.
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Articles from other publishers (8)

Ye He & Dawn Bagwell. 2022. Handbook of Research on the Educator Continuum and Development of Teachers. Handbook of Research on the Educator Continuum and Development of Teachers 1 23 .
Diane QuerrienPh. D.Ph. D.. (2019) Étudier l’influence d’une formation continue sur les croyances, les représentations et les pratiques d’intervenants scolaires à l’égard des élèves allophones. Recherches qualitatives 38:2, pages 117.
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Eva Kalinowski, Anna Gronostaj & Miriam Vock. (2019) Effective Professional Development for Teachers to Foster Students’ Academic Language Proficiency Across the Curriculum: A Systematic Review. AERA Open 5:1, pages 233285841982869.
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Jamie Harrison & Joni Lakin. (2018) Pre-service teachers' implicit and explicit beliefs about English language learners: An implicit association test study. Teaching and Teacher Education 72, pages 54-63.
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John Trent. 2017. English Medium Instruction in Higher Education in Asia-Pacific. English Medium Instruction in Higher Education in Asia-Pacific 219 239 .
George C. Bunch. (2013) Pedagogical Language Knowledge. Review of Research in Education 37:1, pages 298-341.
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Linor L. Hadar & David L. Brody. (2012) The Interaction Between Group Processes and Personal Professional Trajectories in a Professional Development Community for Teacher Educators. Journal of Teacher Education 64:2, pages 145-161.
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Joel Windle & Jenny Miller. (2012) Approaches to teaching low literacy refugee-background students. The Australian Journal of Language and Literacy 35:3, pages 317-333.
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