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- Title
Enhancing the Impact of Evidence-based Publications on K-12 ESL Teacher Practices.
- Authors
Abbott, Marilyn L.; Lee, Kent; Rossiter, Marian J.
- Abstract
The reading of current research-informed publications is an essential component of teacher professional development that has the potential to lead to or reinforce the implementation of effective instructional practices. To our knowledge, no studies have examined kindergarten to grade 12 (K-12) ESL teacher engagement in professional reading related to the teaching and learning of ESL. Therefore, we conducted a survey of K-12 ESL teachers from four Canadian provinces to examine their reading practices. Results revealed that teachers mainly consulted professional newsletter articles to address classroom-related issues and indicated that key stakeholders (e.g., teachers' associations, school districts, and school principals) do little to enhance teachers' reading of TESL-related publications. Several recommendations to increase teacher reading engagement are included.
- Subjects
TEACHERS; EVIDENCE-based education; CAREER development; SCHOOL districts; SCHOOL principals
- Publication
Alberta Journal of Educational Research, 2017, Vol 63, Issue 2, p193
- ISSN
0002-4805
- Publication type
Article
- DOI
10.55016/ojs/ajer.v63i2.56349