Karen Liebner
Biographic Data
| ID | 9427685 |
|---|---|
| NAME | Karen Liebner |
| GIVEN NAMES | Karen |
| FAMILY NAME | Liebner |
| SIGNATURE | LIEBNER K |
| AFFILIATIONS | Temple University |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2026 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Aligning Pre-Service and In-Service Teacher Professional Development to Support Multilingual Learners of English in Elementary Schools
Teachers enter increasingly linguistically diverse classrooms, and report being ill-prepared to support the learning of multilingual learners of English (MLEs) in the early grades. This study explored the potential of a dual-pathway approach where paired in-service mentors and pre-service mentees are provided with aligned and synchronized professional development (PD) content on effective practice for MLEs. The efficacy of this approach was explo…
Teachers’ gesture use in linguistically diverse classrooms
Purpose Research supports gesture as a highly effective and widely recommended strategy for multilingual students’ vocabulary. However, not all gestures are equally accessible. This study aims to examine teacher gesture use in linguistically diverse classrooms to better understand how teachers with different linguistic backgrounds from their students use gesture in ways that may facilitate or create unintended barriers to comprehending language a…
No prominent works on this page.
Aligning Pre-Service and In-Service Teacher Professional Development to Support Multilingual Learners of English in Elementary Schools
Teachers enter increasingly linguistically diverse classrooms, and report being ill-prepared to support the learning of multilingual learners of English (MLEs) in the early grades. This study explored the potential of a dual-pathway approach where paired in-service mentors and pre-service mentees are provided with aligned and synchronized professional development (PD) content on effective practice for MLEs. The efficacy of this approach was explo…
Teachers’ gesture use in linguistically diverse classrooms
Purpose Research supports gesture as a highly effective and widely recommended strategy for multilingual students’ vocabulary. However, not all gestures are equally accessible. This study aims to examine teacher gesture use in linguistically diverse classrooms to better understand how teachers with different linguistic backgrounds from their students use gesture in ways that may facilitate or create unintended barriers to comprehending language a…
Cultural diversity (1 work) · EFL/ESL Teaching and Learning (1 work) · Embodied cognition (1 work) · English as a second language (1 work) · English language (1 work) · Faculty Development (1 work) · Gesture (1 work) · Hand Gesture Recognition Systems (1 work) · Hearing Impairment and Communication (1 work) · Hemispheric Asymmetry in Neuroscience (1 work)