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Preparing and Enriching Linguistically and Culturally Responsive Educators Through Professional Development

Preparing and Enriching Linguistically and Culturally Responsive Educators Through Professional Development
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Author(s): Alina Slapac (University of Missouri, St.Louis, USA), Sujin Kim (George Mason University, USA)and Sarah A. Coppersmith (University of Missouri, St. Louis, USA)
Copyright: 2020
Pages: 23
Source title: Beyond Language Learning Instruction: Transformative Supports for Emergent Bilinguals and Educators
Source Author(s)/Editor(s): Alina Slapac (University of Missouri-St. Louis, USA)and Sarah A. Coppersmith (University of Missouri, St. Louis, USA)
DOI: 10.4018/978-1-7998-1962-2.ch012

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Abstract

This chapter examined a cohort of 12 in-service teachers' and three administrators' views in regards to areas of successes, challenges, and priorities in working with immigrant and refugee students and their families as a result of three professional development (PD) sessions that were offered as part of a federal grant-based research project. Qualitative data included field notes through participant observation of group discussions, informal conversations with the participants, PD activity materials, online reflective surveys after each PD session, a background and demographic checklist, and a final questionnaire of overall learning. The results showed the participants' growing sensitivity towards their students' and families' contexts, including academic and social supports, with a desire to promote and implement more linguistically and culturally responsive strategies within their practices and school districts.

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