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Effective Professional Development for Teachers to Foster Students’ Academic Language Proficiency Across the Curriculum

  • 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.

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Metadaten
Author:Eva Kalinowski, Anna GronostajGND, Miriam VockORCiDGND
DOI:https://doi.org/10.1177/2332858419828691
ISSN:2332-8584
Parent Title (English):AERA Open
Subtitle (English):A Systematic Review
Publisher:Sage
Place of publication:Thousand Oaks
Document Type:Article
Language:English
Date of first Publication:2019/02/08
Year of Completion:2019
Release Date:2019/04/09
Tag:content areas; cross-curriculum; in-service teacher training; language; professional development
Volume:5
Issue:1
Pagenumber:23
First Page:1
Last Page:23
Funder:Universität Potsdam
Grant Number:PA 2019_02
Organizational units:Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften
Dewey Decimal Classification:3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung
Peer Review:Referiert
Grantor:Publikationsfonds der Universität Potsdam
Publication Way:Open Access
Licence (German):License LogoCreative Commons - Namensnennung, Nicht kommerziell 4.0 International
Notes extern:Zweitveröffentlichung in der Schriftenreihe Postprints der Universität Potsdam : Humanwissenschaftliche Reihe ; 543