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Video-mediated teacher collaborative inquiry: Focus on English language learners

Video-mediated teacher collaborative inquiry: Focus on English language learners Laura Baecher, Ph.D. Hunter College lbaecher@hunter.suny.edu Sarah Rorimer New York City Department of Education srorimer@gmail.com Leonore Smith New York City Department of Education LSmith30@schools.nyc.gov Introduction High school teachers today work in challenging, high-accountability instructional environments (Giles & Hargreaves, 2006), striving to meet the needs of upwards of 100 learners per day. Rapidly growing numbers of English-language learners (ELLs) in U.S. classrooms have added to these pressures. Rather than using collaborative structures to face these challenges, the structure of departmentalization too often results in content-area high school teachers working in isolation from one another (Grossman, Wineburg & Woolworth, 2001; McLaughlin & Talbert, 2001). This means that English as a Second Language (ESL) specialists, as well as other teachers of ELLs, have few if any formal structures for peer interaction across disciplines. Professional development for ELLs, when available, is still too frequently delivered in decontextualized, "one-off" sessions with little follow-up (Gándara, Maxwell-Jolly, & Driscoll, 2005). This conflicts with the literature on best practices in professional development, which has shown, instead, how it should (1) parallel local initiatives, standards, and teachers' own professional goals; (2) focus on the content and methods teachers use in their classrooms; (3) be sustained over time; http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Video-mediated teacher collaborative inquiry: Focus on English language learners

The High School Journal , Volume 95 (3) – Feb 23, 2012

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Publisher
University of North Carolina Press
Copyright
Copyright © 2008 The University of North Carolina Press.
ISSN
1534-5157
Publisher site
See Article on Publisher Site

Abstract

Laura Baecher, Ph.D. Hunter College lbaecher@hunter.suny.edu Sarah Rorimer New York City Department of Education srorimer@gmail.com Leonore Smith New York City Department of Education LSmith30@schools.nyc.gov Introduction High school teachers today work in challenging, high-accountability instructional environments (Giles & Hargreaves, 2006), striving to meet the needs of upwards of 100 learners per day. Rapidly growing numbers of English-language learners (ELLs) in U.S. classrooms have added to these pressures. Rather than using collaborative structures to face these challenges, the structure of departmentalization too often results in content-area high school teachers working in isolation from one another (Grossman, Wineburg & Woolworth, 2001; McLaughlin & Talbert, 2001). This means that English as a Second Language (ESL) specialists, as well as other teachers of ELLs, have few if any formal structures for peer interaction across disciplines. Professional development for ELLs, when available, is still too frequently delivered in decontextualized, "one-off" sessions with little follow-up (Gándara, Maxwell-Jolly, & Driscoll, 2005). This conflicts with the literature on best practices in professional development, which has shown, instead, how it should (1) parallel local initiatives, standards, and teachers' own professional goals; (2) focus on the content and methods teachers use in their classrooms; (3) be sustained over time;

Journal

The High School JournalUniversity of North Carolina Press

Published: Feb 23, 2012

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