@misc{KalinowskiGronostajVock2019,
  author    = {Kalinowski, Eva and Gronostaj, Anna and Vock, Miriam},
  title     = {Effective Professional Development for Teachers to Foster Students' Academic Language Proficiency Across the Curriculum},
  series = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  number    = {543},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-42721},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-427219},
  pages     = {23},
  year      = {2019},
  abstract  = {This review summarizes features of professional development programs that aim to prepare in-service teachers to improve students' academic language proficiency when teaching subject areas. The 38 studies reviewed suggest that all of the profiled interventions were effective to some extent. The programs share many characteristics considered important in successful teacher professional development across different subject areas. They also include some features that appear to be specific to teacher training in this particular domain. This review supports the idea that professional development helps change teachers' thinking and practice and benefits students, if certain features are taken into consideration in its design and implementation.},
  language  = {en}
}
@misc{GronostajWernerBochowetal.2016,
  author    = {Gronostaj, Anna and Werner, Elise and Bochow, Eric and Vock, Miriam},
  title     = {How to learn things at school you don't already know},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {415},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-405211},
  pages     = {16},
  year      = {2016},
  abstract  = {Skipping a grade, one specific form of acceleration, is an intervention used for gifted students. Quantitative research has shown acceleration to be a highly successful intervention regarding academic achievement, but less is known about the social-emotional outcomes of grade-skipping. In the present study, the authors used the grounded theory approach to examine the experiences of seven gifted students aged 8 to 16 years who skipped a grade. The interviewees perceived their feeling of being in the wrong place before the grade-skipping as strongly influenced by their teachers, who generally did not respond adequately to their needs. We observed a close interrelationship between the gifted students' intellectual fit and their social situation in class. Findings showed that the grade-skipping in most of the cases bettered the situation in school intellectually as well as socially, but soon further interventions, for instance, a specialized and demanding class- or subject-specific acceleration were added to provide sufficiently challenging learning opportunities.},
  language  = {en}
}