View in EDS

A National Survey of Collaborative Practices for Secondary Multilingual Learners Designated as English Learners.

Saved in:
Bibliographic Details
Title: A National Survey of Collaborative Practices for Secondary Multilingual Learners Designated as English Learners.
Authors: Kibler, Amanda K.1 (AUTHOR) amanda.kibler@oregonstate.edu, Lesser, Virginia1 (AUTHOR), Palacios, Martha Castellón2 (AUTHOR), Sandstead, Martha1 (AUTHOR), Wiger, Sara2 (AUTHOR), Woodruff, Karrie S.3 (AUTHOR), Bovee, Jaclyn B.1 (AUTHOR)
Source: TESOL Quarterly. Dec2024, Vol. 58 Issue 4, p1609-1637. 29p.
Subject Terms: *Career development, *School districts, *Teaching teams, English language, Scheduling
Abstract: Collaborative teaching models serving secondary multilingual learners designated as English Learners (ELs) have become increasingly prominent but remain understudied. This study draws upon an ecological framework and uses quantitative and qualitative survey findings from a national sample of school districts in the United States to investigate the prevalence and use of collaborative practices. The study examines variations in how collaborative models are structured and implemented, as well as how they vary by district characteristics. Findings suggest that collaborative practices are present in many types of districts but are typically more common in larger, urban districts with higher percentages of EL‐designated students. Collaborative practices are more prevalent at middle school (grades 6–8) than high school (grades 9–12) levels but tend to occur across multiple key content areas. In relation to coteaching in particular, findings align with previous research on inequitable status and teaching responsibilities faced by some ESL teachers. District supports for collaboration vary, with professional development more prominent than teacher release time for collaborative planning. Overall, findings indicate that district resources and instructional capacity play important roles in the implementation of collaborative practices, and organizational capacity may influence the status of ESL teachers in these models. [ABSTRACT FROM AUTHOR]
Copyright of TESOL Quarterly is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 180775082
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A National Survey of Collaborative Practices for Secondary Multilingual Learners Designated as English Learners.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Kibler%2C+Amanda+K%2E%22">Kibler, Amanda K.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> amanda.kibler@oregonstate.edu</i><br /><searchLink fieldCode="AR" term="%22Lesser%2C+Virginia%22">Lesser, Virginia</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Palacios%2C+Martha+Castellón%22">Palacios, Martha Castellón</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sandstead%2C+Martha%22">Sandstead, Martha</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wiger%2C+Sara%22">Wiger, Sara</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Woodruff%2C+Karrie+S%2E%22">Woodruff, Karrie S.</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bovee%2C+Jaclyn+B%2E%22">Bovee, Jaclyn B.</searchLink><relatesTo>1</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22TESOL+Quarterly%22">TESOL Quarterly</searchLink>. Dec2024, Vol. 58 Issue 4, p1609-1637. 29p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22School+districts%22">School districts</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+teams%22">Teaching teams</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink><br /><searchLink fieldCode="DE" term="%22Scheduling%22">Scheduling</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Collaborative teaching models serving secondary multilingual learners designated as English Learners (ELs) have become increasingly prominent but remain understudied. This study draws upon an ecological framework and uses quantitative and qualitative survey findings from a national sample of school districts in the United States to investigate the prevalence and use of collaborative practices. The study examines variations in how collaborative models are structured and implemented, as well as how they vary by district characteristics. Findings suggest that collaborative practices are present in many types of districts but are typically more common in larger, urban districts with higher percentages of EL‐designated students. Collaborative practices are more prevalent at middle school (grades 6–8) than high school (grades 9–12) levels but tend to occur across multiple key content areas. In relation to coteaching in particular, findings align with previous research on inequitable status and teaching responsibilities faced by some ESL teachers. District supports for collaboration vary, with professional development more prominent than teacher release time for collaborative planning. Overall, findings indicate that district resources and instructional capacity play important roles in the implementation of collaborative practices, and organizational capacity may influence the status of ESL teachers in these models. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of TESOL Quarterly is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180775082
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/tesq.3295
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 29
        StartPage: 1609
    Subjects:
      – SubjectFull: Career development
        Type: general
      – SubjectFull: School districts
        Type: general
      – SubjectFull: Teaching teams
        Type: general
      – SubjectFull: English language
        Type: general
      – SubjectFull: Scheduling
        Type: general
    Titles:
      – TitleFull: A National Survey of Collaborative Practices for Secondary Multilingual Learners Designated as English Learners.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Kibler, Amanda K.
      – PersonEntity:
          Name:
            NameFull: Lesser, Virginia
      – PersonEntity:
          Name:
            NameFull: Palacios, Martha Castellón
      – PersonEntity:
          Name:
            NameFull: Sandstead, Martha
      – PersonEntity:
          Name:
            NameFull: Wiger, Sara
      – PersonEntity:
          Name:
            NameFull: Woodruff, Karrie S.
      – PersonEntity:
          Name:
            NameFull: Bovee, Jaclyn B.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Text: Dec2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 00398322
          Numbering:
            – Type: volume
              Value: 58
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: TESOL Quarterly
              Type: main
ResultId 1