Maryann Christison
Datos Biográficos
| ID | 3531096 |
|---|---|
| NOMBRE | Maryann Christison |
| NOMBRES | Maryann |
| APELLIDO | Christison |
| FIRMA | CHRISTISON M |
| AFILIACIONES | University of Utah |
| ORCID | 0000-0003-3760-0619 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAS | 11 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2021 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
I'm probably even more multilingual than I thought
Pre-Service Teachers' Beliefs, Practices, Emerging Ideologies about Multilingualism and Self-Efficacy Relative to Teaching Multilingual Learners
Teacher beliefs have a powerful impact on the development of classroom instructional practices. This article reports the results of research that investigated the beliefs, practices, self-efficacy, and emerging ideologies of 268 pre-service teachers (PSTs) who were preparing for primary and secondary school contexts (Grades Kindergarten through 12; K-12), had just taken a course on teacher language awareness (TLA), and were midway through their t…
The impact of teacher professional development on teacher cognition and multilingual teaching practices
This longitudinal case study examined the impact of in-service teacher professional development (PD) on teacher cognition relative to multilingualism and pedagogical practices in linguistically diverse classrooms. Two teachers of English as an additional language (EAL) at a primary school in Norway, who teach large numbers of linguistically and culturally diverse students, participated in twelve workshops that focused on both theoretical and peda…
A Meta‐Analysis of Hybrid Language Instruction and Call for Future Research
In this meta‐analysis, we estimate the effectiveness of hybrid language instruction overall and across a number of moderator variables by aggregating effect sizes from 11 studies with 34 samples. Results suggest hybrid language instruction can be just as effective as traditional face‐to‐face (f2f) instruction, as indicated by the negligible differences between hybrid courses and traditional f2f courses ( d = .14). Furthermore, studies employing w…
Pre-Service Teachers' Beliefs, Practices, Emerging Ideologies about Multilingualism and Self-Efficacy Relative to Teaching Multilingual Learners
Teacher beliefs have a powerful impact on the development of classroom instructional practices. This article reports the results of research that investigated the beliefs, practices, self-efficacy, and emerging ideologies of 268 pre-service teachers (PSTs) who were preparing for primary and secondary school contexts (Grades Kindergarten through 12; K-12), had just taken a course on teacher language awareness (TLA), and were midway through their t…
The impact of teacher professional development on teacher cognition and multilingual teaching practices
This longitudinal case study examined the impact of in-service teacher professional development (PD) on teacher cognition relative to multilingualism and pedagogical practices in linguistically diverse classrooms. Two teachers of English as an additional language (EAL) at a primary school in Norway, who teach large numbers of linguistically and culturally diverse students, participated in twelve workshops that focused on both theoretical and peda…
A Meta‐Analysis of Hybrid Language Instruction and Call for Future Research
In this meta‐analysis, we estimate the effectiveness of hybrid language instruction overall and across a number of moderator variables by aggregating effect sizes from 11 studies with 34 samples. Results suggest hybrid language instruction can be just as effective as traditional face‐to‐face (f2f) instruction, as indicated by the negligible differences between hybrid courses and traditional f2f courses ( d = .14). Furthermore, studies employing w…
The impact of teacher professional development on teacher cognition and multilingual teaching practices
This longitudinal case study examined the impact of in-service teacher professional development (PD) on teacher cognition relative to multilingualism and pedagogical practices in linguistically diverse classrooms. Two teachers of English as an additional language (EAL) at a primary school in Norway, who teach large numbers of linguistically and culturally diverse students, participated in twelve workshops that focused on both theoretical and peda…
Pre-Service Teachers' Beliefs, Practices, Emerging Ideologies about Multilingualism and Self-Efficacy Relative to Teaching Multilingual Learners
Teacher beliefs have a powerful impact on the development of classroom instructional practices. This article reports the results of research that investigated the beliefs, practices, self-efficacy, and emerging ideologies of 268 pre-service teachers (PSTs) who were preparing for primary and secondary school contexts (Grades Kindergarten through 12; K-12), had just taken a course on teacher language awareness (TLA), and were midway through their t…
I'm probably even more multilingual than I thought
EFL/ESL Teaching and Learning (4 obras) · Psychology (4 obras) · Second Language Learning and Teaching (4 obras) · Mathematics education (3 obras) · Multilingualism (3 obras) · Pedagogy (3 obras) · Language acquisition (2 obras) · Multilingual Education and Policy (2 obras) · Neuroscience of multilingualism (2 obras) · Teacher education (2 obras)