Teachers, families, and communities supporting English language learners in inclusive pre-kindergartens: An evaluation of a professional development model
Open accessAbstract
The purpose of the Teachers, Families, and Communities Supporting English Language Learners (TFC) project was to implement and evaluate a sustainable model of high-quality professional development focused on improving inclusive pre-kindergarten services for English Language Learners (ELL) and their families. The professional development program consisted of three interactive training sessions and on-site classroom coaching visits. The project evaluation consisted of an assessment of the professional development program (i.e., the training sessions and coaching) and teachers' self-assessments of their beliefs and practices. Results indicate that the professional development program supported pre-kindergarten teachers in their efforts to be responsive to ELL children in their classrooms and with their families. Results also indicate that pre-kindergarten teachers are in need of continued support as they work with linguistically and culturally diverse children and their families. Implications for future professional development focused on English Language Learners are discussed.
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Five papers explicitly mentioned that resources were made available for PD either at the school level or school district level that supported the implementation.
“five papers explicitly mentioned that resources were made available for PD either at the school level (e.g., Alvarez Valdivia & Gonz alez Montoto, 2018) or school district level (i.e., DeJaeghere & Cao, 2009;Hardin et al., 2010) that supported the implementation.”
From Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review (2021) · cites this paper as Hardin et al., 2010
In the intervention of Hardin et al. (2010) teachers were supported in their enactment by the trainer who helped them translate the newly addressed knowledge, skills and belief systems into classroom action plans; during coaching sessions these plans were evaluated and if necessary adjusted, which resulted in a significant improvement of an inclusive physical environment and culturally responsive,
“in the intervention of Hardin et al. (2010) teachers were supported in their enactment by the trainer who helped them translate the newly addressed knowledge, skills and belief systems into classroom action plans.During coaching sessions these plans were evaluated and if necessary adjusted, which resulted in a significant improvement of an inclusive physical environment and culturally responsive”
From Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review (2021) · cites this paper as Hardin et al. (2010)
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References 42 · Cited by 38
Research works printed but not linked: 4
- Bailey, D. B. , Skinner, D. , Correa, V. , Arcia, E. , Reyes-Blanes, M. E. Rodriguez, P. et al. (1999) Needs and supports reported by Latino families of young children with developmental disabilities. American Journal on Mental Retardation 104 , pp. 437-451.
- Delpit, L. (1995) Other people's children: Cultural conflicts in the classroom The New Press , New York
- Delpit, L. (2006) Lessons from teachers. Journal of Teacher Education 57 , pp. 220-231. [ crossref ]
- Jeffries, R. (1999) Teachers' response to in-service training: A case for culturally relevant professional development. The Negro Educational Review 50 , pp. 55-64.
- Authors
- Hardin, B. J., Lower, J. K., Smallwood, G. R., Chakravarthi, S., Li, L., & Jordan, C.
- Affiliations
- University of North Carolina at Greensboro (US)
- Corresponding author
- Hardin, Belinda J.
- Venue
- Journal of Early Childhood Teacher Education
- Publisher
- Informa UK Limited
- Published
- 2010-02-17
- Volume
- 31
- Issue
- 1
- Pages
- 20-36
- ISSN
- 1090-1027 (ISSN-L)
- 1745-5642
- OpenAlex
- W1999890429
- Cited by
- 38
- References
- 42
- Citations by year
- 2026: 1 · 2025: 3 · 2024: 3 · 2023: 4 · 2022: 2 · 2021: 2 · 2020: 2 · 2019: 2 · 2018: 3 · 2017: 3 · 2016: 6 · 2014: 2 · 2013: 2 · 2012: 1
- FWCI
- 7.52
- Type
- journal article
- Language
- en
- Open access
- green
- libres.uncg.edu
- Locations
- Journal of Early Childhood Teacher Education (publishedVersion)
- NC Digital Online Collection of Knowledge and Scholarship (The University of North Carolina at Greensboro) (submittedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Keywords
- English language learners, pre-kindergarten, inclusive early childhood education, teacher professional development, classroom coaching, teacher beliefs, family involvement, culturally and linguistically diverse children
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