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A FORMATIVE PROFESSIONAL DEVELOPMENT EVALUATION OF PROJECT GLAD TO DETERMINE BEST PRACTICES FOR ENGLISH LEARNERS

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dc.access.optionRestricted Campus Access Only
dc.contributor.advisorRingler, Marjorie C
dc.contributor.authorBullard, Kimberly M
dc.contributor.departmentEducational Leadership
dc.date.accessioned2019-06-11T20:18:01Z
dc.date.available2019-06-11T20:18:01Z
dc.date.created2019-05
dc.date.issued2019-04-23
dc.date.submittedMay 2019
dc.date.updated2019-06-11T15:55:46Z
dc.degree.departmentEducational Leadership
dc.degree.disciplineEDD-Educational Leadership
dc.degree.grantorEast Carolina University
dc.degree.levelDoctoral
dc.degree.nameEd.D.
dc.description.abstractThis 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.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10342/7205
dc.language.isoen
dc.publisherEast Carolina University
dc.subjectEnglish Language Learners
dc.subject.lcshEnglish language--Study and teaching --Foreign speakers
dc.subject.lcshAcademic achievement
dc.titleA FORMATIVE PROFESSIONAL DEVELOPMENT EVALUATION OF PROJECT GLAD TO DETERMINE BEST PRACTICES FOR ENGLISH LEARNERS
dc.typeDoctoral Dissertation
dc.type.materialtext

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