@article{KalinowskiEgertGronostajetal.2019,
  author    = {Kalinowski, Eva and Egert, Franziska and Gronostaj, Anna and Vock, Miriam},
  title     = {Professional development on fostering students' academic language proficiency across the curriculum},
  series = {Teaching and teacher education},
  volume    = {88},
  journal   = {Teaching and teacher education},
  publisher = {Elsevier Science},
  address   = {Amsterdam},
  issn      = {0742-051X},
  doi       = {10.1016/j.tate.2019.102971},
  pages     = {15},
  year      = {2019},
  abstract  = {This meta-analysis aggregates effects from 10 studies evaluating professional development interventions aimed at qualifying in-service teachers to support their students in mastering academic language skills while teaching their respective subject areas. The analysis of a subset of studies revealed a small non-significant weighted training effect on teachers' cognition (g' = 0.21, SE = 0.14). An effect aggregation including all studies (with 650 teachers) revealed a medium to large weighted overall effect on teachers' classroom practices (g' = 0.71, SE = 0.16). Methodological variables moderated the effect magnitude. Nevertheless, the results suggest professional development is beneficial for improving teachers' practice.},
  language  = {en}
}
@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}
}
@article{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 = {AERA Open},
  volume    = {5},
  journal   = {AERA Open},
  number    = {1},
  publisher = {Sage},
  address   = {Thousand Oaks},
  issn      = {2332-8584},
  doi       = {10.1177/2332858419828691},
  pages     = {1 -- 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}
}