Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings

Viesca, Kara Mitchell; Strom, Kathryn J.; Hammer, Svenja; Masterson, Jessica; Linzell, Cindy Hammer; Mitchell-McCollough, Jessica; Flynn, Naomi

doi:10.3102/0091732x18820910

Cited by 33 publications

(27 citation statements)

References 136 publications

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“…Similar trends are reflected in research specific to emergent bilingual teacher education, with numerous studies on teachers (see reviews by Solano-Campos et al, 2020;Viesca et al, 2019) but scant research on teacher educators themselves. According to Faltis and Valdés (2016), "We have no information at present on what teacher educators in all their roles understand about language and language diversity .…”

Section: Emergent Bilingual Teacher Educationmentioning

confidence: 61%

“We Sort of Dance Around the Race Thing”: Race-Evasiveness in Teacher Education

Chang‐Bacon

2021

Journal of Teacher Education

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The racial and linguistic diversity of U.S. classrooms has drawn attention to the intersecting dynamics of race, racism, and language learning in teacher education. While most studies in this vein focus on teachers, almost no research has focused on teacher educators themselves. Therefore, this study draws on interviews with teacher educators to document how they addressed—or more often, evaded—the topics of race and racism. Participants ( n = 33) were instructors for state-mandated courses on teaching emergent bilinguals for general educators across the state of Massachusetts. Through the lens of poststructural discourse analysis, the findings of this study demonstrate that race-evasiveness is not a byproduct of passive omission, but instead involves active, discursive effort. These findings underscore the importance of individual and collective efforts to disrupt race-evasiveness, but also illustrate the limits of surface-level race-intentionality for advancing antiracism in teacher education.

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Section: Emergent Bilingual Teacher Educationmentioning

confidence: 61%

“We Sort of Dance Around the Race Thing”: Race-Evasiveness in Teacher Education

Chang‐Bacon

2021

Journal of Teacher Education

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“…The gold standard of evidence for effective PD is improved student outcomes (Kennedy, 2016), a standard that presumes a linear process-product relationship between PD and outcomes (Opfer and Pedder 2011;Viesca et al 2019). A number of scholars have represented a more complicated relationship between PD and student learning.…”

Section: Critiques Of Critical Featuresmentioning

confidence: 99%

Unravelling effective professional development: a rhizomatic inquiry into coaching and the active ingredients of teacher learning

Sherman

Teemant

2020

Professional Development in Education

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Teacher professional development (PD) is about change. One of the most prominent lines of research on PD addresses what makes it an effective change process. This research produces critical features of effective PD, the seemingly active ingredients of teacher change that are meant to guide professionals in the design, implementation, and evaluation of PD programs. Embedded within this research is a linear, hierarchical, causal mono-logic model that is the hallmark of Western rational thought. Rhizomatic thought (Deleuze and Guattari 1987), with its non-linear perspectives, offers a contrast, highlighting the unpredictable multiplicity of complex systems that embrace the emergent dynamics of becoming and hybridity. In this paper, we look at features of effective PD through a rhizomatic lens, with a focus on PD as mapping and tracing. Drawing on vignettes from two case studies from a year-long pedagogical coaching PD program, we explore how effective features of PD can be unraveled in practice and rewoven into vibrant hybridity within real-world school contexts. (161 words) Literature Review Features of Effective Professional DevelopmentResearch on teacher PD has been prolific. This work has allowed scholars going back to the eighties (Sparks & Loucks-Horsley, 1989) to aggregate and synthesize findings, presenting consensus-based recommendations of what makes PD effective. Recently, a number of reviews Critiques of Critical FeaturesThe gold standard of evidence for effective PD is improved student outcomes (Kennedy, 2016), a standard that presumes a linear process-product relationship between PD and outcomes (Opfer and Pedder 2011;Viesca et al. 2019). A number of scholars have represented a more complicated relationship between PD and student learning. Timperley et al. (2007) identified 84 characteristics of learning environments that could impact student outcomes, including, but hardly limited to, characteristics of available PD. Given such complexity, some have expressed skepticism about the possibility of isolating critical features of effective PD. Guskey (2003) reviewed 13 lists of such features, ultimately doubting that 'a single list of characteristics leading to broad-brush policies and guidelines for effective professional development will ever emerge' (p. 750). Wayne et al. (2008) note that the empirical evidence for critical features was thin, did not address programs scaled up across multiple contexts provided by multiple specialists and did not provide PD staff with adequate specificity.Kennedy (2016) reviewed quasi-experimental studies of PD using stringent standards regarding sample size, participant selection and study design. She concluded that Desimone's (2009) critical features did not reliably predict effectiveness. She asserted that 'We need to replace our current conception of 'good' PD as comprising a collection of particular design features with a conception that is based on more nuanced understanding of what teachers do, what motivates them, and how they learn and grow ' (2016, p. 964).Like...

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“…Researchers have found that the academic performance of ELs improves significantly when such linguistic support is incorporated appropriately in the classroom (Pereira & de Oliveira, 2015; Verplaetse & Migliacci, 2017). Further, the greater the second-language support, the smaller the achievement gaps between ELs and their peers (Oliveira et al, 2015; Viesca et al, 2019).…”

Section: Adding Linguistic Support To Maintain Academic Rigormentioning

confidence: 99%

Teachers’ beliefs about English learners: Adding linguistic support to enhance academic rigor

Torff¹,

Murphy²

2020

Phi Delta Kappan

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A persistent achievement gap for English learners (ELs) has prompted educators to search for contributing factors and pedagogical solutions. Research by Bruce Torff and Audrey Figueroa Murphy shows teachers’ beliefs about rigor of curriculum may contribute to the problem; teachers supported less rigorous curriculum for ELs, evincing a “rigor gap” likely to exacerbate the EL achievement gap. They suggest that systematic analysis of the linguistic demands of classroom tasks can facilitate the design of appropriate linguistic supports, allowing ELs to engage in academically rigorous instruction comparable to that afforded English-proficient students. Counteracting the rigor gap as such has promise to ameliorate the EL achievement gap.

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Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings

Cited by 33 publications

References 136 publications

“We Sort of Dance Around the Race Thing”: Race-Evasiveness in Teacher Education

“We Sort of Dance Around the Race Thing”: Race-Evasiveness in Teacher Education

Unravelling effective professional development: a rhizomatic inquiry into coaching and the active ingredients of teacher learning

Teachers’ beliefs about English learners: Adding linguistic support to enhance academic rigor

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