A FORMATIVE PROFESSIONAL DEVELOPMENT EVALUATION OF PROJECT GLAD TO DETERMINE BEST PRACTICES FOR ENGLISH LEARNERS
Author
Bullard, Kimberly M
Abstract
This problem of practice/professional development evaluation explored the formal
training that is provided to teachers that serve English Language Learners and the impact that the
professional development associated with Project GLAD had on student achievement. The
formal training that teachers have relative to meeting the specific needs of English Language
Learners varies from school to school, district to district. Professional development for Project
GLAD is an effective approach of professional development for teachers. However, the overall
and direct impact of Project GLAD alone on student learning outcomes could not be measured
because of the various trainings that teachers in this study had received in addition to the Project
GLAD training.
Subject
Date
2019-04-23
Citation:
APA:
Bullard, Kimberly M.
(April 2019).
A FORMATIVE PROFESSIONAL DEVELOPMENT EVALUATION OF PROJECT GLAD TO DETERMINE BEST PRACTICES FOR ENGLISH LEARNERS
(Doctoral Dissertation, East Carolina University). Retrieved from the Scholarship.
(http://hdl.handle.net/10342/7205.)
MLA:
Bullard, Kimberly M.
A FORMATIVE PROFESSIONAL DEVELOPMENT EVALUATION OF PROJECT GLAD TO DETERMINE BEST PRACTICES FOR ENGLISH LEARNERS.
Doctoral Dissertation. East Carolina University,
April 2019. The Scholarship.
http://hdl.handle.net/10342/7205.
July 31, 2021.
Chicago:
Bullard, Kimberly M,
“A FORMATIVE PROFESSIONAL DEVELOPMENT EVALUATION OF PROJECT GLAD TO DETERMINE BEST PRACTICES FOR ENGLISH LEARNERS”
(Doctoral Dissertation., East Carolina University,
April 2019).
AMA:
Bullard, Kimberly M.
A FORMATIVE PROFESSIONAL DEVELOPMENT EVALUATION OF PROJECT GLAD TO DETERMINE BEST PRACTICES FOR ENGLISH LEARNERS
[Doctoral Dissertation]. Greenville, NC: East Carolina University;
April 2019.
Collections
Publisher
East Carolina University