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A Case Study of the Effectiveness of Online Graduate Teacher Education in TESOL

A Case Study of the Effectiveness of Online Graduate Teacher Education in TESOL
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Author(s): Peter Adamy (University of Rhode Island, USA), Amy Correia (University of Rhode Island, USA) and David Byrd (University of Rhode Island, USA)
Copyright: 2022
Volume: 5
Issue: 1
Pages: 18
Source title: International Journal of Teacher Education and Professional Development (IJTEPD)
Editor(s)-in-Chief: Molly Y. Zhou (Dalton State College, USA)
DOI: 10.4018/IJTEPD.2022010102

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Abstract

A cadre of school teachers took part in three semesters of online coursework to earn TESOL certification. They participated in a hybrid university math course and a face-to-face summer institute on effective teaching of math to English learners. Participants took pre and post-tests aligned to Common Core elementary mathematics content and the Praxis Test for Teachers of English to Speakers of Other Languages. They were observed teaching a math lesson in the beginning of the project to evaluate effectiveness in TESOL instructional strategies. A follow up observation was conducted the following semester. Both observations were scored using the sheltered instruction observation protocol (SIOP Model). Assessment and observation results indicated statistically significant growth in content and pedagogical knowledge and application. A qualitative analysis suggests flexibility in the form of online and hybrid courses, financial support, and practical application of new concepts to current practice are key factors in successful professional development for practicing teachers.

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