Bridging the knowledge gap
Professional development connecting educators and caregivers of multilingual learners
Bibliographic Data
| ID | 13017286 |
|---|---|
| Authors | Mihaela Gazioglu (0000-0003-2984-5691, Clemson University, corresponding author), Emily Howell (0000-0001-5062-6480, Clemson University), Rebecca Kaminski (Clemson University), Victoria Pennington (0000-0002-3278-1476, Clemson University), Nicole Ferguson-Sams (0009-0005-2402-7528, Clemson University), Kavita Mittapalli (0009-0009-0344-0953, Fairfax Neonatal Associates), Amlan Banerjee (Fairfax Neonatal Associates) |
| Year | 2025 |
| Volume | 19 |
| Issue | 4 |
| Pages | 415-432 |
| Publication date | 2025-04-28 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal for Multicultural Education (JOURNAL) |
| Journal identifiers | ISSN: 2053-535X • E-ISSN: 2053-5368 |
| Publisher | Emerald Publishing Limited (PUBLISHER • GB) |
| DOI | 10.1108/jme-09-2024-0122 |
| OpenAlex | W4409896460 |
| Language | EN |
| References cited | 25 |
Purpose The purpose of this paper is to examine the professional growth of a cohort of teachers working with multilingual learners (MLs) during an MEd program and their recommendations for the development of a literacy course for ML caregivers. In addition, this study explores whether the school district capacity supports teacher growth, as reflected through district representatives’ feedback. Design/methodology/approach This design-based research study, informed by the culturally relevant pedagogy and dual capacity building frameworks, explores 30 in-service K-12 teachers and 11 district representatives. Data were collected through semestrial surveys and research logs over two years using mixed methods. Researchers address the following questions: How do teachers conceptualize ML caregiver support based on their professional development (PD)? and How do school district representatives’ perspectives for supporting ML caregivers align with teachers’ professional growth? Findings Findings revealed that teacher recommendations evolved, increasingly emphasizing student-centered and culturally relevant approaches, indicating the PD’s positive impact. They also gained confidence in offering suggestions for an ML caregiver literacy course. District representatives offered fewer suggestions, echoing some teachers feedback, but also exhibited deficit perspectives. Originality/value This study addresses a gap in research by highlighting teachers’ visions for supporting ML caregivers and how their new knowledge informs their recommendations. Findings provide insights into the needs for PD design for teachers and district representatives, as well as what they perceive as successful learning experiences for ML caregivers
Bridging (networking · Knowledge management · Mathematics education · Medical education · Pedagogy · Professional development · Computer Science · Education Systems and Policy · Medicine · Multilingual Education and Policy · Parental Involvement in Education · Psychology
Multicultural Education Professional Development
How Leadership Influences Student Learning
How does leadership affect student achievement? Results from a national US survey
Preparing Teachers for Teaching in and Advocating for Linguistically Diverse Classrooms
Effective Teacher Professional Development
English learner education and teacher preparation in the U.S
A Synthesis of Professional Development Targeting Literacy Instruction and Intervention for English Learners
Making better multicultural and social justice teacher educators
Developing Cultural Competence
Research priorities in the field of multilingualism and language education
Improving Young English Learners’ Language and Literacy Skills Through Teacher Professional Development
Improving Impact Studies of Teachers' Professional Development
Culturally Responsive School Leadership
Toward a Theory of Culturally Relevant Pedagogy
The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement
Preparing Linguistically Responsive Teachers
Multicultural perspectives on building instructional capacity for multilingual learners
| Citation velocity | historical |
|---|---|
| Highly cited | No |