What Does Research Tell Us About Educating Mainstream Teachers to Work With ELLs?

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dc.contributor.author Feiman-Nemser, Sharon
dc.date.accessioned 2020-05-26T16:49:47Z
dc.date.available 2020-05-26T16:49:47Z
dc.date.issued 2018-03-13
dc.identifier.citation Sharon Feiman-Nemser (2018) What Does Research Tell Us About Educating Mainstream Teachers to Work With ELLs?, The Educational Forum, 82:2, 227-234, DOI: 10.1080/00131725.2018.1420872
dc.identifier.issn 1938-8098
dc.identifier.uri https://hdl.handle.net/10192/37544
dc.description.abstract This commentary highlights findings from two reviews of research on the preparation and continuing development of regular classroom teachers to teach English language learners. Since both reviews use my “central tasks of teacher learning” framework, the commentary also assesses the framework’s usefulness in highlighting areas where research exists and where it is lacking. Looking across the reviews reveals that the area where most preservice studies cluster has the least number of inservice studies and vice versa.
dc.language.iso en
dc.publisher The Educational Forum
dc.relation.ispartofseries 82;2
dc.rights Copyright © Kappa Delta Pi
dc.subject Pedagogy
dc.subject Practitioner research
dc.subject professional development
dc.subject teacher preparation
dc.subject teaching and learning
dc.title What Does Research Tell Us About Educating Mainstream Teachers to Work With ELLs?
dc.type Article
dc.identifier.doi 10.1080/00131725.2018.1420872


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