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Teachers and Teaching
theory and practice
Volume 20, 2014 - Issue 6
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Articles

Collaboration to teach English language learners: opportunities for shared teacher learning

Melinda Martin-BeltranCollege of Education, University of Maryland, College Park, MD, USACorrespondence[email protected]
&
Megan Madigan PeercyCollege of Education, University of Maryland, College Park, MD, USA
Pages 721-737 | Received 21 Nov 2012, Accepted 09 Aug 2013, Published online: 17 Feb 2014

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Ye He & Dawn Bagwell. (2023) Collaborative Learning through Online Professional Development. The Teacher Educator 58:1, pages 15-28.
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Sandie Mourão. (2021) English as a foreign language in ECE: itinerant teachers of English and collaborative practices for an integrated approach. European Early Childhood Education Research Journal 29:3, pages 455-471.
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Megan Madigan Peercy, Tabitha Kidwell, Megan DeStefano Lawyer, Johanna Tigert, Daisy Fredricks, Karen Feagin & Megan Stump. (2020) Experts at Being Novices: What New Teachers Can Add to Practice-based Teacher Education Efforts. Action in Teacher Education 42:3, pages 212-233.
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Amanda Giles & Bedrettin Yazan. (2020) “You’re Not an Island”: A Middle Grades Language Arts Teacher’s Changed Perceptions in ESL and Content Teachers’ Collaboration. RMLE Online 43:3, pages 1-15.
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Tamara Lucas, Kathryn Strom, Meghan Bratkovich & Jennifer Wnuk. (2018) Inservice Preparation for Mainstream Teachers of English Language Learners: A Review of the Empirical Literature. The Educational Forum 82:2, pages 156-173.
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Megan Madigan Peercy, Melinda Martin-Beltrán, Bedrettin Yazan & Megan DeStefano. (2017) “Jump in Any Time”: How Teacher Struggle with Curricular Reform Generates Opportunities for Teacher Learning. Action in Teacher Education 39:2, pages 203-217.
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Felice Atesoglu Russell. (2017) The role of the English learner facilitator in developing teacher capacity for the instruction of English learners. Teachers and Teaching 23:3, pages 312-331.
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Megan Madigan Peercy, Melinda Martin-Beltrán, Rebecca D. Silverman & Shannon Daniel. (2015) Curricular design and implementation as a site of teacher expertise and learning. Teachers and Teaching 21:7, pages 867-893.
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Articles from other publishers (22)

Catherine J. Michener & Sora Suh. (2022) The Development of Collaborative Advocacy: Dialogic Engagements Over Time and Texts. Journal of Teacher Education 74:4, pages 398-412.
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Farida Muratovna Salybekova, Negmatzhan Shadimetovish Almetov, Gulnara Kumisbekovna Karbozova, Aiman Abdrazakovna Suyuberdieva, Marzhan Ryskulbekovna Kudaibergenova & Gaziza Zhaldybaevna Nazarova. (2023) Role of the integration of the 4C model in the professional training of foreign language teachers. Frontiers in Education 8.
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Ming-Fang Hsieh & Timothy Teo. (2021) Examining Early Childhood Teachers’ Perspectives of Collaborative Teaching with English Language Teachers從幼兒教師觀點探討與英語教師之協同教學. English Teaching & Learning 47:1, pages 1-20.
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Amy J. Heineke & Elizabeth M. Vera. (2021) Beyond Language and Academics: Investigating Teachers’ Preparation to Promote the Social-Emotional Well-Being of Emergent Bilingual Learners. Journal of Teacher Education 73:2, pages 145-158.
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Johanna M. Tigert & Christine Montecillo Leider. (2021) Beyond the “Core”: Preparing Art Educators to Meet the Needs of Culturally and Linguistically Diverse Students. TESOL Quarterly 56:1, pages 425-434.
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Yener KELEŞ. (2021) Öğretim Görevlilerinin Öğrenci Etik Değerlerini Uygulamalarında Birbirleri Arasındaki FarklılıklarDifferences among Lecturers in Their Application of Ethical Code towards Students: A Case Study. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi 8:2, pages 787-799.
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Zhenhui Rao & Huijun Yu. (2019) Enhancing students’ English proficiency by co-teaching between native and non-native teachers in an EFL context. Language Teaching Research 25:5, pages 778-797.
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Minh Hue Nguyen & Thi Kim Anh Dang. (2020) Exploring teachers’ relational agency in content–language teacher collaboration in secondary science education in Australia. The Australian Educational Researcher 48:4, pages 1-18.
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Saba Qadhi & Alan Floyd. (2021) Female English Teachers Perceptions and Experience of Continuing Professional Development in Qatar. Education Sciences 11:4, pages 160.
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Angela Johnson. (2019) The Impact of English Learner Reclassification on High School Reading and Academic Progress. Educational Evaluation and Policy Analysis 42:1, pages 46-65.
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Michael Michell & Chris Davison. 2020. Toward a Reconceptualization of Second Language Classroom Assessment. Toward a Reconceptualization of Second Language Classroom Assessment 23 41 .
Andrea Honigsfeld & Maria G. Dove. 2019. The Handbook of TESOL in K‐12. The Handbook of TESOL in K‐12 405 421 .
Kara Mitchell Viesca & Annela Teemant. 2019. The Handbook of TESOL in K‐12. The Handbook of TESOL in K‐12 371 385 .
Kara Mitchell Viesca, Kathryn Strom, Svenja Hammer, Jessica Masterson, Cindy Hammer Linzell, Jessica Mitchell-McCollough & Naomi Flynn. (2019) Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings. Review of Research in Education 43:1, pages 304-335.
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Felice Atesoglu Russell. (2017) A University and District ESOL Partnership: Collaboration Within the Context of Common Core State Standards Implementation. Education and Urban Society 50:4, pages 351-375.
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Felice Atesoglu Russell. (2018) Context for Content Teachers' Learning. Journal of School Leadership 28:2, pages 229-258.
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Loïse Jeannin. (2017) The adaptation process of international lecturers in a South African university: The centrality of agency and collegiality. Journal of Research in International Education 16:3, pages 236-247.
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Kristin K. Liu, Jenna M. Ward, Martha L. Thurlow & Laurene L. Christensen. (2015) Large-Scale Assessment and English Language Learners With Disabilities. Educational Policy 31:5, pages 551-583.
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Megan Madigan Peercy, Margaret Ditter & Megan Destefano. (2017) “We Need More Consistency”: Negotiating the Division of Labor in ESOL-Mainstream Teacher Collaboration. TESOL Journal 8:1, pages 215-239.
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Linda I. Rosa-Lugo, Florin M. Mihai & Joyce W. Nutta. (2017) Preparation of Speech-Language Pathologists to Work With English Learners (ELs): Incorporating Interprofessional Education (IPE) and Interprofessional Collaborative Practice (IPP) Competencies. Perspectives of the ASHA Special Interest Groups 2:14, pages 103-121.
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Elizabeth Vansant-Webb & Shamby Polychronis. (2016) Supporting Teachers of English Language Learners at a Turnaround School. TESOL Journal 7:4, pages 968-982.
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Megan Madigan Peercy & Maria Joie Austria. 2016. Teaching English Language Arts to English Language Learners. Teaching English Language Arts to English Language Learners 215 239 .

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