TY  - JOUR
A1  - Kalinowski, Eva
A1  - Gronostaj, Anna
A1  - Vock, Miriam
T1  - Effective Professional Development for Teachers to Foster Students’
Academic Language Proficiency Across the Curriculum
BT  - A Systematic Review
JF  - AERA Open
N2  - 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.
KW  - professional development
KW  - language
KW  - cross-curriculum
KW  - content areas
KW  - in-service teacher training
Y1  - 2019
U6  - https://doi.org/10.1177/2332858419828691
SN  - 2332-8584
VL  - 5
IS  - 1
SP  - 1
EP  - 23
PB  - Sage
CY  - Thousand Oaks
ER  - 
TY  - GEN
A1  - Kalinowski, Eva
A1  - Gronostaj, Anna
A1  - Vock, Miriam
T1  - Effective Professional Development for Teachers to Foster Students’
Academic Language Proficiency Across the Curriculum
BT  - A Systematic Review
T2  - Postprints der Universität Potsdam Humanwissenschaftliche Reihe
N2  - 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.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 543 
KW  - professional development
KW  - language
KW  - cross-curriculum
KW  - content areas
KW  - in-service teacher training
Y1  - 2019
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-427219
SN  - 1866-8364
IS  - 543
ER  - 
TY  - JOUR
A1  - Kalinowski, Eva
A1  - Egert, Franziska
A1  - Gronostaj, Anna
A1  - Vock, Miriam
T1  - Professional development on fostering students’ academic language proficiency across the curriculum
BT  - a meta-analysis of its impact on teachers’ cognition and teaching practices
JF  - Teaching and teacher education
N2  - 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.
KW  - professional development
KW  - language
KW  - cross-curriculum
KW  - content areas
KW  - in-service teacher training
Y1  - 2019
U6  - https://doi.org/10.1016/j.tate.2019.102971
SN  - 0742-051X
VL  - 88
PB  - Elsevier Science
CY  - Amsterdam
ER  -