IU Indianapolis ScholarWorks :: Browsing by Author "Teemant, Annela"

Browsing by Author "Teemant, Annela"

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Academic Success of English Language Learners: Are Mainstream Teachers Underprepared?
(Office of the Vice Chancellor for Research, 2015-04-17) Covarrubias, Maritza; Teemant, Annela; Bhathena, Cathy
The population of English Language Learners (ELLs) in Indiana schools has increased over the years and will keep increasing. However, the graduation rates of ELLs and their standardized test scores are not improving. After reading various articles about why this might be occurring and using my personal experience as an ELL, there was one factor that stood out to me: mainstream teachers are underprepared to work with ELLs. The purpose of this research project is to investigate how prepared mainstream teachers feel to work with ELLs and what, if any, are the barriers that keep them from doing so. For this project, I will be using mixed methods research: qualitative and quantitative. Qualitative research will be the primary method and will be collected in the form of teacher interviews. These interviews will include questions about how teachers feel about working with ELLs and the teachers’ observations about how ELLs function in their classrooms. The qualitative research will be supported by quantitative research that will be collected through surveys and classroom observations of teacher pedagogy. The overall goal of this project is to help make classrooms places where ELLs can be academically successful and improve graduations rates and test scores.
Agency, identity, power: An agentive triad model for teacher action
(Taylor & Francis, 2021) Sherman, Brandon; Teemant, Annela; School of Education
Teacher action and change is a complex and nuanced phenomenon that has been theorized across diverse literature in terms of identity, agency, and power. Drawing on this literature, this article offers specific articulations of teacher identity as interpretive framework, power as legitimate action, and agency as moral coherence. We posit a model of teacher agency understood in the interplay of individual beliefs, values, and ideals with institutional roles, authority, and institutional action, producing (or not producing) authentic action. This model draws a distinction between agency and power, and highlights dynamics of equilibrium and discord that may emerge between who teachers are and what they do. The agentive triad model serves as a theoretical tool for guiding or supporting teacher growth and agentive action, and for understanding the dynamics between institutionally legitimized roles and teacher identities.
Approaches to effective pedagogy coaching in diverse settings: Challenges and opportunities
(2009) Teemant, Annela; Tyra, Serena; Vogt, Lynn
Professional development models that promote teacher use of research-based practices for diverse learners is a growing concern, especially among school populations that are increasingly diverse in terms of language, cultural, and economic status. This paper describes how the Standards for Effective Pedagogy, promoted by the Center for Research on Education, Diversity & Excellence (CREDE), are being used as the focus of coaching with public school teachers in various national and international settings. Two case studies are detailed, highlighting different contexts, aims, and models for coaching. Implications are presented based on the successes and challenges associated with these coaching models for improving teacher use of the Standards for Effective Pedagogy.
Beliefs and Attitudes: How the Presence of English Language Learners in Mainstream Classrooms Affects Classroom Practices
(Office of the Vice Chancellor for Research, 2016-04-08) Covarrubias, Maritza; Teemant, Annela; Bhathena, Cathy
As the population of English Language Learners (ELLs) in Indiana schools increases, mainstream teachers have the responsibility of effectively teaching them. However, research indicates that there are various factors that may hinder a mainstream teacher’s ability to do this. One of the factors that stood out to me is the teacher’s beliefs and attitudes towards ELLs. This research project will focus on mainstream teachers in Indiana schools and how their beliefs and attitudes towards ELLs affect classroom practices. Further, it will investigate whether teacher preparation has an impact on mainstream teachers’ attitudes and beliefs towards their ELLs. The overall goal of this research project is to provide insight into the practices mainstream teachers in Indiana are using in the classroom to assist ELLs. Data will be collected through qualitative methods. Teacher interviews and classroom observations will be conducted. The teacher interviews will help to understand how teachers work with ELLs in the classroom, what feelings they have about ELLs, and how they modify their lessons to fit the needs of ELLs. The classroom observations will help to support the data collected by the interviews. Classroom observations will look for what visible modifications teachers are making to assist ELLs and what attitudes they portray about ELLs. This is a starting research project and there are no definite results or conclusions at the moment.
Co-Constructing Identity: A Qualitative Study of the Interplay of Identities in Instructional Coaching Conversations
(2023-10) Bhathena, Catherine Dontie; Teemant, Annela; Lester, Jessica; Mutegi, Jomo; Medina, Monica; Wiley, Craig
Research on coaching has been increasing over the last few decades, particularly for literacy and math. What is limited in coaching research is investigations of the process that leads to teacher and student impacts. Additionally, while some research has investigated what makes an effective coach, little has focused on the specific roles of discourse and identity in changing instructional practices. In this comparative case study, I will analyze the identity discourses of teachers and an instructional coach, myself, to investigate the interplay between coach and teacher identity and how identities and instructional practice are intertwined. The overarching research question guiding this study is How do the teachers and I, the coach, co-construct our identities in coaching conversations focused on changing instructional practices to benefit multicultural/multilingual learners? Findings in this study include that 1) teacher identity is inseparable from teacher learning, 2) coach identity is inseparable from coach learning, and 3) the interplay of coach and teacher identities impacts coaching conversations. My findings here support the need for more theorizing and research on the interplay of coach and teacher identities. My findings also indicate the need for intentional coach professional development focused on coach identity development and understanding of how teacher identity is intertwined with coach identity and the effectiveness of coaching as professional development.
The Critical Space Between: Weaving Freirean and Sociocultural Pedagogies
(Routledge, 2022) Sherman, Brandon J.; Teemant, Annela
Freirean critical pedagogy and sociocultural theories of learning have been found to resonate in certain ways while remaining distinct bodies of theory. Sherman and Teemant argue that these theories of learning, considered in tandem, have implications for the practice and pedagogy of language and literacy instruction for emergent bilinguals. In this chapter, we read sociocultural principles of pedagogy through Freirean principles of critical pedagogy using illustrations drawn from teacher practice. In this way, we draw valuable connections between how teachers translate Freirean perspectives into living educational practice.
Determining Vocabulary to Include in Language Materials: An Example with Marketing Terms
(Brigham Young University, 1987-03-27) Teemant, Annela
Differentiating Mathematics Instruction for Multilingual Students using Critical Sociocultural Practices
(TODOS: Mathematics for ALL, 2018) Teemant, Annela; Sherman, Brandon J.; Wilson, Amy
This paper defines and elaborates on a three-tiered transformative approach to differentiating mathematics instruction for multilingual learners, which includes increasing use of small group instruction, improving the quality of assistance during learning, and creating a culture of recognition that affirms all learners. Using supporting evidence from instructional coaching studies, this paper identifies challenges faced by general education mathematics teachers at each tier of differentiation. While coached elementary and secondary teachers made significant gains in implementing this approach to differentiation, secondary mathematics teachers, in particular, had significantly less growth. Implications for increasing mathematics teachers’ knowledge and skills in differentiating instruction for multilingual learners are addressed.
Effects of ESL Instructional Coaching on Secondary Teacher Use of Sociocultural Instructional Practices
(Indiana Teachers of English to Speakers of Other Languages, 2015-10-29) Teemant, Annela; Cen, Yuhao; Wilson, Amy
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.
The effects of higher order thinking on student achievement and English proficiency
(Indiana Teachers of English to Speakers of Other Languages, 2016-11-11) Teemant, Annela; Hausman, Charles S.; Kigamwa, James Chamwada
This quantitative study investigates the effect of urban teacher (N = 18) use of higher order thinking on language arts achievement and English development. Using Bloom’s six level hierarchy of higher order thinking, teachers were designated as high (levels 3 to 6) or low (levels 1 or 2) users of higher order thinking. Findings demonstrate statistically significant gains in coached teachers use of higher order thinking, and simultaneous gains in their students language arts achievement. Regardless of the coaching status of their teachers, when teachers used higher order thinking, their students made significant gains in both language arts achievement and English proficiency. Implications point to the value of increasing, not decreasing, the level of cognitive challenge when teaching culturally, linguistically, and economically diverse students.

Browsing by Author "Teemant, Annela"

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