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OALib Journal期刊
ISSN: 2333-9721
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-  2018 

Job

DOI: 10.1177/0888406418758465

Keywords: job-embedded professional development,English learners,reading,intervention

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Abstract:

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

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