Enhancing the Impact of Evidence-based Publications on K-12 ESL Teacher Practices

Dados Bibliográficos

ID8158451
AutoresMarilyn L Abbott (0000-0003-3594-4426, University of Alberta), Kent Lee (0000-0002-3002-4586, University of Alberta), Marian J Rossiter (University of Alberta)
Ano2017
Volume63
Fascículo2
Páginas193-213
Data de publicação2017-08-31
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoAlberta Journal of Educational Research (JOURNAL)
Identificadores do periódicoISSN: 0002-4805 • E-ISSN: 1923-1857
EditoraUniversity of Alberta Press (PUBLISHER • CA)
DOI10.55016/ojs/ajer.v63i2.56349
OpenAlexW4391143770
IdiomaEN
Citações recebidas2
Referências citadas6

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

Educational research · Mathematics education · Pedagogy · Educational Assessment and Improvement · Literacy and Educational Practices · Psychology · Reading and Literacy Development