View in EDS PDF Full Text

Video-Mediated Teacher Collaborative Inquiry: Focus on English Language Learners

Saved in:
Bibliographic Details
Title: Video-Mediated Teacher Collaborative Inquiry: Focus on English Language Learners
Language: English
Authors: Baecher, Laura, Rorimer, Sarah, Smith, Leonore
Source: High School Journal. Spr 2012 95(3):49-61.
Availability: University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: http://uncpress.unc.edu/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Video Technology, Second Language Learning, Active Learning, Secondary School Teachers, Faculty Development, Professional Development, Methods Teachers, English (Second Language), Teacher Collaboration, Inquiry, Protocol Materials, Communities of Practice, Educational Practices, Pretests Posttests, Transcripts (Written Records), Portfolios (Background Materials)
Geographic Terms: United States
DOI: 10.1353/hsj.2012.0007
ISSN: 0018-1498
Abstract: High school teachers today work in challenging, high-accountability instructional environments, striving to meet the needs of upwards of 100 learners per day. Rapidly growing numbers of English-language learners (ELLs) in U.S. classrooms have added to these pressures. Rather than using collaborative structures to face these challenges, the structure of departmentalization too often results in content-area high school teachers working in isolation from one another. This means that English as a Second Language (ESL) specialists, as well as other teachers of ELLs, have few if any formal structures for peer interaction across disciplines. Professional development for ELLs, when available, is still too frequently delivered in decontextualized, "one-off" sessions with little follow-up. This conflicts with the literature on best practices in professional development, which has shown, instead, how it should: (1) parallel local initiatives, standards, and teachers' own professional goals; (2) focus on the content and methods teachers use in their classrooms; (3) be sustained over time; (4) occur on-site in schools and/or in teachers' own classrooms; (5) involve collective participation of peers and colleagues; and (6) provide numerous opportunities for active learning. Aligned with these conditions of high quality, meaningful professional learning, a teacher educator, alongside content and ESL teachers at one urban high school, came together in a collaborative inquiry cycle to explore ways of improving their ELL instruction. This article shares outcomes of this teacher-led collaboration, which combined two powerful tools in professional learning--teacher-collaborative inquiry and video analysis of teaching--as a means to focus teachers across content areas on ELL pedagogy. (Contains 1 table.)
Abstractor: ERIC
Number of References: 55
Entry Date: 2012
Accession Number: EJ970182
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGohTkvIljCVu-XSf1P_P4fAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDEkgEWHH4RBauv_iLAIBEICBmuH2mlyDbHW_0lfAnYPmlt4CRh-KrbeVMMcNKgKtlW4eXdbAJN6vgCFNPwXsb-n0bBwy91a-T6vCD92RrkhprrHPvxMD735xO2Ztt10E60uoTLqrnX6iZoS3W0xE0lEzk0U55hJZYm2MYE5mPA21qsnEKAj_f9gjM0i_fEOIp5wd4FxCEBjLas0UvphgTzAP6X0Jf3-rvalbIA8=
Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ970182
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Video-Mediated Teacher Collaborative Inquiry: Focus on English Language Learners
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Baecher%2C+Laura%22">Baecher, Laura</searchLink><br /><searchLink fieldCode="AR" term="%22Rorimer%2C+Sarah%22">Rorimer, Sarah</searchLink><br /><searchLink fieldCode="AR" term="%22Smith%2C+Leonore%22">Smith, Leonore</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22High+School+Journal%22"><i>High School Journal</i></searchLink>. Spr 2012 95(3):49-61.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: http://uncpress.unc.edu/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2012
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Methods+Teachers%22">Methods Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Protocol+Materials%22">Protocol Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Transcripts+%28Written+Records%29%22">Transcripts (Written Records)</searchLink><br /><searchLink fieldCode="DE" term="%22Portfolios+%28Background+Materials%29%22">Portfolios (Background Materials)</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1353/hsj.2012.0007
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0018-1498
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: High school teachers today work in challenging, high-accountability instructional environments, striving to meet the needs of upwards of 100 learners per day. Rapidly growing numbers of English-language learners (ELLs) in U.S. classrooms have added to these pressures. Rather than using collaborative structures to face these challenges, the structure of departmentalization too often results in content-area high school teachers working in isolation from one another. This means that English as a Second Language (ESL) specialists, as well as other teachers of ELLs, have few if any formal structures for peer interaction across disciplines. Professional development for ELLs, when available, is still too frequently delivered in decontextualized, "one-off" sessions with little follow-up. This conflicts with the literature on best practices in professional development, which has shown, instead, how it should: (1) parallel local initiatives, standards, and teachers' own professional goals; (2) focus on the content and methods teachers use in their classrooms; (3) be sustained over time; (4) occur on-site in schools and/or in teachers' own classrooms; (5) involve collective participation of peers and colleagues; and (6) provide numerous opportunities for active learning. Aligned with these conditions of high quality, meaningful professional learning, a teacher educator, alongside content and ESL teachers at one urban high school, came together in a collaborative inquiry cycle to explore ways of improving their ELL instruction. This article shares outcomes of this teacher-led collaboration, which combined two powerful tools in professional learning--teacher-collaborative inquiry and video analysis of teaching--as a means to focus teachers across content areas on ELL pedagogy. (Contains 1 table.)
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: ERIC
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 55
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2012
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ970182
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ970182
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1353/hsj.2012.0007
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 49
    Subjects:
      – SubjectFull: Video Technology
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Professional Development
        Type: general
      – SubjectFull: Methods Teachers
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Teacher Collaboration
        Type: general
      – SubjectFull: Inquiry
        Type: general
      – SubjectFull: Protocol Materials
        Type: general
      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Transcripts (Written Records)
        Type: general
      – SubjectFull: Portfolios (Background Materials)
        Type: general
      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: Video-Mediated Teacher Collaborative Inquiry: Focus on English Language Learners
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Baecher, Laura
      – PersonEntity:
          Name:
            NameFull: Rorimer, Sarah
      – PersonEntity:
          Name:
            NameFull: Smith, Leonore
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2012
          Identifiers:
            – Type: issn-print
              Value: 0018-1498
          Numbering:
            – Type: volume
              Value: 95
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: High School Journal
              Type: main
ResultId 1