ERIC Number: EJ1011023
Record Type: Journal
Publication Date: 2012-Sep
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1949-3533
EISSN: N/A
How Can ESOL and Mainstream Teachers Make the Best of a Standards-Based Curriculum in Order to Collaborate?
Martin-Beltran, Melinda; Peercy, Megan Madigan
TESOL Journal, v3 n3 p425-444 Sep 2012
In this era of high-stakes testing, teachers are often required to follow a standards-based, standardized curriculum, which can be constraining for English to speakers of other languages (ESOL) and mainstream teachers who are trying to meet the needs of English language learners. Despite the challenges presented by such curricula, this study found that one advantage of a standardized, standards-based curriculum is that it can support collaborative efforts between ESOL and mainstream teachers. This research emerged from a university-school district professional development partnership with 26 ESOL and mainstream teachers across 11 elementary schools. This study examined different ways that ESOL and mainstream teachers worked together using a standardized curriculum as a key tool for collaboration. Data collection involved surveys, interviews, and observations of collaborative teaching and coplanning and interviews with three focal teacher pairs before and after they cotaught lessons. The authors found that the ways the teachers used, adapted, and took ownership of the curriculum as a tool for collaboration may have been even more important than the curriculum itself. This study has implications for teachers, schools, and teacher educators considering tools or structures that may already be in place, or that need to be created, which could serve as a common touchstone for collaborative efforts. (Contains 1 footnote.)
Descriptors: Teacher Collaboration, Best Practices, English Language Learners, English Teachers, College School Cooperation, Partnerships in Education, Elementary School Teachers, Academic Standards, Interviews, Teacher Surveys, Team Teaching, Cooperative Planning, Curriculum Implementation, Professional Development, Group Dynamics, Classroom Observation Techniques, Behavioral Objectives, Individualized Instruction, Participant Satisfaction, Regular and Special Education Relationship, Urban Schools, Suburban Schools
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: District of Columbia
Grant or Contract Numbers: N/A