%0 Journal Article
%T Job
%A Alba Ortiz
%A Linda Cavazos
%A Sylvia Linan-Thompson
%J Teacher Education and Special Education
%@ 1944-4931
%D 2018
%R 10.1177/0888406418758465
%X This mixed methods descriptive study examined the effects of job-embedded professional development (JEPD) in reading on the content knowledge and instructional practice of teachers of English learners (ELs). Four first-grade teachers of ELs at one urban elementary school received JEPD over the course of a year. Results of pre- and posttests of teacher knowledge and classroom observations indicated that teachers¡¯ reading content knowledge increased and that they used more evidence-based practices. JEPD shows promise as an approach that accommodates teachers¡¯ varying levels of knowledge and experience in preparing them to meet the diverse needs of their students
%K job-embedded professional development
%K English learners
%K reading
%K intervention
%U https://journals.sagepub.com/doi/full/10.1177/0888406418758465