“Where Do I Start?” Inquiry into K-12 Mainstream Teachers’ Knowledge about Differentiating Instruction for ELLs in One U.S. School District
The purpose of this paper is to report themes identified in questions K-12 mainstream teachers in one U.S. school district posed about differentiating instruction for English language learners (ELLs) in order to hear directly from teachers about topics they would like to learn more about. Teachers i...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2021-08-01
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| Series: | Education Inquiry |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/20004508.2021.1969078 |
| _version_ | 1818596513438236672 |
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| author | Andrea Stairs-Davenport |
| author_facet | Andrea Stairs-Davenport |
| author_sort | Andrea Stairs-Davenport |
| collection | DOAJ |
| description | The purpose of this paper is to report themes identified in questions K-12 mainstream teachers in one U.S. school district posed about differentiating instruction for English language learners (ELLs) in order to hear directly from teachers about topics they would like to learn more about. Teachers in the district completed a selected-response and open-ended survey to inform future professional development opportunities. Findings suggest that most teachers work with ELLs but are underprepared to teach them. Teachers posed questions about curriculum and assessment; instruction; building community; language difference versus disability; and where to start in teaching ELLs. Conclusions are drawn about how well ELLs are being educated in the district. Implications for teacher professional development and policy are also discussed. |
| first_indexed | 2024-12-16T11:33:06Z |
| format | Article |
| id | doaj.art-dbf5481bc15741d28240ba122e81f76f |
| institution | Directory Open Access Journal |
| issn | 2000-4508 |
| language | English |
| last_indexed | 2024-12-16T11:33:06Z |
| publishDate | 2021-08-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Education Inquiry |
| spelling | doaj.art-dbf5481bc15741d28240ba122e81f76f2022-12-21T22:33:12ZengTaylor & Francis GroupEducation Inquiry2000-45082021-08-010011510.1080/20004508.2021.19690781969078“Where Do I Start?” Inquiry into K-12 Mainstream Teachers’ Knowledge about Differentiating Instruction for ELLs in One U.S. School DistrictAndrea Stairs-Davenport0University of Southern MaineThe purpose of this paper is to report themes identified in questions K-12 mainstream teachers in one U.S. school district posed about differentiating instruction for English language learners (ELLs) in order to hear directly from teachers about topics they would like to learn more about. Teachers in the district completed a selected-response and open-ended survey to inform future professional development opportunities. Findings suggest that most teachers work with ELLs but are underprepared to teach them. Teachers posed questions about curriculum and assessment; instruction; building community; language difference versus disability; and where to start in teaching ELLs. Conclusions are drawn about how well ELLs are being educated in the district. Implications for teacher professional development and policy are also discussed.http://dx.doi.org/10.1080/20004508.2021.1969078english language learnersenglish learnersteacher educationteacher professional developmentdifferentiated instruction |
| spellingShingle | Andrea Stairs-Davenport “Where Do I Start?” Inquiry into K-12 Mainstream Teachers’ Knowledge about Differentiating Instruction for ELLs in One U.S. School District Education Inquiry english language learners english learners teacher education teacher professional development differentiated instruction |
| title | “Where Do I Start?” Inquiry into K-12 Mainstream Teachers’ Knowledge about Differentiating Instruction for ELLs in One U.S. School District |
| title_full | “Where Do I Start?” Inquiry into K-12 Mainstream Teachers’ Knowledge about Differentiating Instruction for ELLs in One U.S. School District |
| title_fullStr | “Where Do I Start?” Inquiry into K-12 Mainstream Teachers’ Knowledge about Differentiating Instruction for ELLs in One U.S. School District |
| title_full_unstemmed | “Where Do I Start?” Inquiry into K-12 Mainstream Teachers’ Knowledge about Differentiating Instruction for ELLs in One U.S. School District |
| title_short | “Where Do I Start?” Inquiry into K-12 Mainstream Teachers’ Knowledge about Differentiating Instruction for ELLs in One U.S. School District |
| title_sort | where do i start inquiry into k 12 mainstream teachers knowledge about differentiating instruction for ells in one u s school district |
| topic | english language learners english learners teacher education teacher professional development differentiated instruction |
| url | http://dx.doi.org/10.1080/20004508.2021.1969078 |
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