Online Professional Development for TESOL Teachers in Rural and Suburban Kansas: An Innovative Model
This paper is an attempt to examine the effectiveness of a TESOL (Teaching English to Speakers of Other Languages) Online Teacher Professional Development model. The authors used research-based evaluative criteria based on previous and current research conducted on the effectiveness of Online Teacher Professional Development. The paper describes: 1) the various components of this innovative online TESOL Teacher Professional Development model and 2) feedback assessment data collected directly and unanimously from inservice teachers participating in the model over the period of five years. Results from data analysis confirm that the model met all the criteria set forth by Levin et al, 1990 and CITEd, 2008 (Research Question 1). Participants reported that they learned a great deal (90% of them report significant learning happened) (Research Question 2). 98% reported that what they learned in the program affected their students’ learning positively (Research Question 3).
||Innovative, Online TESOL Teacher Education, Professional Development Model, Rural and Remote School Districts
The International Journal of Technology, Knowledge and Society, Volume 5, Issue 6, pp.65-82.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 1.378MB).
Associate Professor of TESOL and Applied Linguistics, Director of TESOL Teacher Education Programs, Modern Languages and Literatures, Emporia State University, Emporia, Kansas, USA
Dr. Abdelilah Salim Sehlaoui, Associate Professor of TESOL and Applied Linguistics,
Director of TESOL Teacher Education Programs at Emporia State University (taught and
directed the program since 1999). Dr. Sehlaoui is fluent in French, Arabic, English, and
Spanish. He has a good knowledge of effective ESOL/multicultural scientifically-proven
strategies for P/K-12 grade level; classroom experience in elementary, secondary, post-secondary/
higher education classroom teaching with commitment to ensuring that all students,
regardless of their background, have the chance to succeed; previous administration/leadership
experience; familiarity with rural and urban communities and their issues; extensive travel
in the United States and other countries; first generation immigrant to the United States; experience
in facilitating large-scale systemic reform; experience with educational technology
and online learning; recipient of Emporia State University President’s Leadership in Diversity
Award. Who’s Who Among International Scholars award recipient; nominated to the Wall
of Tolerance by Rosa Parks and Morris Dees from the Southern Poverty Law Center; invited
to speak at national conferences and present at the Oxford Round Table International Conference.
He recently edited a special issue of the international journal “Language, Culture,
and Curriculum” on language resources in the USA ; published book chapters, edited a book,
and wrote articles in various international journals. Research interest centers around the effectiveness
of teacher education on student learning, the development of cross-cultural communicative competence in ESL/EFL teachers, sociolinguistics, Computer-Assisted Language Learning, and National Professional Development grant related research; He is a community leader; involved in local school district strategic planning; and a member of other national and international professional organizations.
Associate Professor, Department of School Leadership, Emporia State University, Emporia, Kansas, USA
Dr. Nancy Albrecht is Associate Professor in the department of School Leadership and
past director of admissions for teacher education at Emporia State University in Emporia,
Kansas. She has been a high school principal and classroom teacher including teaching experience
in Europe. Nancy has presented internationally, at national conferences, as well as
state and local presentations. Her doctorate and masters degrees are both in educational
leadership. She serves on a local Board of Education and works with teachers and students
to improve student achievement. Areas of research include: Collaboration and Reflective
Practice for Faculty Professional Development; Transformational Professional Development,
Building Learning Communities, and Improving Teaching and Learning.
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