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

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 develop- ment 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 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

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Publisher
University of North Carolina Press
Copyright
Copyright © 2008 The University of North Carolina Press.
ISSN
1534-5157

Abstract

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 develop- ment 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

Journal

The High School JournalUniversity of North Carolina Press

Published: Feb 23, 2012

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