Effects of ESL Instructional Coaching on Secondary Teacher Use of Sociocultural Instructional Practices
Abstract
Abstract
This longitudinal and descriptive quantitative study investigates the efficacy of an English as a Second Language (ESL) instructional coaching intervention with urban secondary teachers (N = 22). Coached teachers participated in a 30-hour workshop and then six cycles of coaching targeting use of five research-based sociocultural principles of (language) learning called the Standards for Effective Pedagogy. Findings demonstrate instructional coaching led to unique and statistically significant (a) pedagogical transformation and (b) patterns of development for STEM and non-STEM secondary teachers. Implications for improving the professional development model for STEM teachers are discussed.
(100 words)
Key Words: Instructional coaching; Professional development; Sociocultural pedagogy; Urban Secondary Teachers; STEM.
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