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Cavazos, Linda; Linan-Thompson, Sylvia; Ortiz, Alba – Teacher Education and Special Education, 2018
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…
Descriptors: Mixed Methods Research, Faculty Development, English Language Learners, Pedagogical Content Knowledge
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Fisher, Mary; Ociepka, Anne – Teacher Education and Special Education, 2011
Connecting K-6 student outcomes with teacher preparation programs remains a critical need for the field. Even while educators have begun to sort through and document outcomes for teacher interns relative to national standards, the task of connecting performance to K-6 student outcomes has been little documented. In this interview study, the…
Descriptors: Preservice Teacher Education, Student Teachers, Urban Schools, Mentors