Page 1 |
Save page Remove page | Previous | 1 of 279 | Next |
|
small (250x250 max)
medium (500x500 max)
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
Subset |
CULTURALLY RESPONSIVE COACHING AND PROFESSIONAL DEVELOPMENT FOR TEACHERS WORKING WTH ENGLISH LEARNERS:
A CASE STUDY IN EARLY CHILDHOOD EDUCATION
by
Icela Pelayo
A Dissertation Presented to the
FACULTY OF THE USC GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF PHILOSOPHY
(EDUCATION)
August 2012
Copyright 2012 Icela Pelayo
Object Description
| Title | Culturally responsive coaching and professional development for teachers working with English learners: a case study in early childhood education |
| Author | Pelayo, Icela |
| Author email | ipelayo@usc.edu;icelapelayo@yahoo.com |
| Degree | Doctor of Philosophy |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2012-05-08 |
| Date submitted | 2012-07-09 |
| Date approved | 2012-07-10 |
| Restricted until | 2012-07-10 |
| Date published | 2012-07-10 |
| Advisor (committee chair) | Rueda, Robert |
| Advisor (committee member) |
Ragusa, Gisele Salcido, Ramon |
| Abstract | Literacy is the foundation for high academic achievement and educational attainment; it is critical that young English learners (ELs) become proficient in literacy to facilitate later success. Teachers must have access to effective training that prepares them to work with diverse populations. The multiple case study was situated in an urban and bilingual setting and examined how early childhood teachers’ beliefs, knowledge and practices with respect to working with ELs changed over time with culturally responsive professional development (PD). The culturally and linguistically responsive PD intervention model incorporated highly individualized coaching and teacher support. Teachers were discussed both individually and collectively. The five salient themes from the cross case analysis were a shift in viewing culture as content for lesson and activities to culture as a context for learning, a shift in passive role of the family in the child’s education moving toward fostering an authentic home-to-school connection, a shift toward using more culturally and linguistically responsive teaching practices aimed at improving instruction, a shift from narrow school-centered notions of literacy toward incorporating family literacy practices, and a shift in teachers’ thinking about their roles as educators, moving toward awareness of agency, expertise and self-efficacy. The study findings suggest that: a culturally and linguistically responsive coaching model of PD is a promising approach; same ethnicity/language are no guarantees for effective instruction; training teachers to be culturally responsive requires a culturally responsive approach; teachers have their own funds of knowledge which can and should be tapped; and effective coaching requires intensive scaffolding. The content and approach of the PD intervention developed in this study could not only serve as a model for future large-scale studies, it could also promote evidence-based instructional practices and inform future education policy efforts at the local level and beyond. |
| Keyword | English learners; culturally responsive pedagogy; teacher professional development and coaching; early childhood education; language and literacy development; urban education; multilingual learning context |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Rights | Pelayo, Icela |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume4/etd-PelayoIcel-933.pdf |
Description
| Title | Page 1 |
| Full text | CULTURALLY RESPONSIVE COACHING AND PROFESSIONAL DEVELOPMENT FOR TEACHERS WORKING WTH ENGLISH LEARNERS: A CASE STUDY IN EARLY CHILDHOOD EDUCATION by Icela Pelayo A Dissertation Presented to the FACULTY OF THE USC GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY (EDUCATION) August 2012 Copyright 2012 Icela Pelayo |
Comments
Post a Comment for Page 1
