NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1133094
Record Type: Journal
Publication Date: 2017
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1367-0050
Investigating the Impact of Professional Development on Teachers' Instructional Time and English Learners' Language Development: A Multilevel Cross-Classified Approach
Tong, Fuhui; Luo, Wen; Irby, Beverly J.; Lara-Alecio, Rafael; Rivera, Hector
International Journal of Bilingual Education and Bilingualism, v20 n3 p292-313 2017
We examined the direct impact of an ongoing, intensive, and structured professional development (PD) within an English-as-second-language (ESL) instructional intervention on (a) teachers' time allocation in cognitive--academic language proficiency (CALP) and (b) Spanish-speaking English language learners' (ELLs) CALP development from the second to third grade within a multilevel cross-classified framework. Second, we explored the mediation effect of teachers' time allocation. We observed that treatment teachers spent more time in CALP than control teachers as a result of the instructional intervention with PD. In addition, the treatment effect was evident in ELLs' outcomes, including expressive vocabulary, oral reading fluency, and retell fluency. Finally, the treatment effect was completely mediated through teachers' time allocation in CALP in the second grade on retell fluency.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Woodcock Language Proficiency Battery; Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Grant or Contract Numbers: N/A