In practice, much literacy coaching in schools is often finite and fidelity-oriented yet coaching grounded in constructivism empowers and emboldens teachers to become agents of change. This multisite qualitative case study explores ways in which instructional coaching focused on English language development (content) and teachers' individual beliefs (process) can help general education and dual language bilingual education elementary teachers work within and through perceived institutional barriers to improve their language and literacy instruction for designated English language learners (ELLs).
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