Enhancing the Impact of Evidence-Based Publications on K-12 ESL Teacher Practices

Autor/inn/en	Abbott, Marilyn L.; Lee, Kent; Rossiter, Marian J.
Titel	Enhancing the Impact of Evidence-Based Publications on K-12 ESL Teacher Practices
Quelle	In: Alberta Journal of Educational Research, 63 (2017) 2, S.193-213 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1923-1857
Schlagwörter	Evidence Based Practice; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Publications; Faculty Development; Teacher Surveys; Teacher Attitudes; Language Teachers; Reading Habits; Newsletters; Foreign Countries; Elementary School Teachers; Secondary School Teachers; Kindergarten; Canada + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerverhalten; Language teacher; Sprachunterricht; Reading habit; Lesegewohnheit; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kanada
Abstract	The reading of current research-informed publications is an essential component of teacher professional development that has the potential to lead to or reinforce the implementation of effective instructional practices. To our knowledge, no studies have examined kindergarten to grade 12 (K-12) ESL teacher engagement in professional reading related to the teaching and learning of ESL. Therefore, we conducted a survey of K-12 ESL teachers from four Canadian provinces to examine their reading practices. Results revealed that teachers mainly consulted professional newsletter articles to address classroom-related issues and indicated that key stakeholders (e.g., teachers' associations, school districts, and school principals) do little to enhance teachers' reading of TESL-related publications. Several recommendations to increase teacher reading engagement are included. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://www.ajer.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01