Annela Teemant

Permanent URI for this collection

https://hdl.handle.net/1805/31289

Reframing Teacher Learning as a Mirrored Process of Becoming

Professor Annela Teemant's expertise is in preparing teachers for students learning English as a new language in K-12 settings. English language learners are the fastest growing student population in the United States, making up about 10% of the population currently. But projections say that by 2025, it may be as high as 25% of students are English language learners.

Currently, 64% of United States teachers already have at least one English learner in their classroom, and soon they will have more. What this means is that every teacher is a teacher of English language learners. These teachers deserve more professional development opportunities that expand their knowledge of language, culture, pedagogy and equity mindedness. Professor Teemant's research focuses on improving teacher preparation for multilingual learners. Over her career, she has garnered six U.S. Department of Education federal grants (about $14 million in federal funding) to study teacher quality for multilingual learners.

Educational equity for multilingual learners and the American public school system is a complex problem. Current solutions are never final. It's an evolving and ongoing process. Professor Teemant works collaboratively with public school teachers as capacity builders to implement and then evaluate research findings in the proposals, the designs, and in the professional development. Professor Teemant and her research partners hope this leads to better outcomes for their students. Her scholarship has always been nestled between the university and public schools, and she has used that collaborative space to translate theory and research into practice in collaborations with teachers, coaches and school leaders. She has created curriculum materials or approaches to professional learning that she and her collaborators are able to design, implement and then evaluate using quasi-experimental, qualitative and mixed method research to determine the impact those innovations have on teacher learning and then ultimately on student learning outcomes. Educational equity is an unfinished reality. And as collaborators in that process, in the research that Professor Teemant conducts with teachers, they both get to be unfinished and incomplete. Yet, they are still on a process of becoming more equitable and more aware of how they can better serve multilingual learners in the public school systems.

Professor Teemant's translation of research into opportunities for teachers to improve their pedagogy practices for all learners is another excellent example of how IUPUI's faculty members are TRANSLATING their RESEARCH INTO PRACTICE.

Browse

Now showing 1 - 10 of 31

Determining Vocabulary to Include in Language Materials: An Example with Marketing Terms
(Brigham Young University, 1987-03-27) Teemant, Annela
Peer collaboration as a way of developing effective pedagogy for including cultural, linguistic, and learning diversity
(2000) Teemant, Annela; Harris, Melanie; Cutri, Ramona; Squires, David; Gibb, Gordon
Teacher educators have begun to recognize that fundamental changes are needed to support teachers in meeting the challenges of increasing diversity in public schools. Using concept analysis to study our collaboration, we developed and implemented a framework that would move a consideration of diversity from the edges to the mainstream in teacher education would do this. We use a narrative strategy to identify five situations that led to the development and implementation of the Inclusive Pedagogy Framework. In our session, we will involve participants in analysis of five critical incidents as a strategy for exploring validity and interpretation in self-study data analysis.
Video-Anchored Distance Learning: The Professors Plus Model
(Brigham Young University, 2000) Teemant, Annela; Egan, M. Winston; Pinnegar, Stefinee; Fox-Harris, Melanie
K-12 cross-disciplinary collaboration: An ESL in-service model
(Brigham Young University, 2000) Teemant, Annela; Giraldo, Nancy
ESL students are taught by content and language teachers who share a school building, but may not share their frustrations, concerns, or expertise for working with ESL students across academic disciplines. Often, teaching schedules, the physical layout of a school, or the socio-political milieu make cooperation among faculty difficult. Although many school districts provide content-area teachers with formal ESL in-service development, ESL practitioners often remain the lone expert on ESL issues within individual schools. ESL students, however, need academic support from all their teachers. Given the circumstances, ESL practitioners are in a position to initiate cross-disciplinary collaboration, and to create both formal and informal in-service opportunities within their schools. At the National Center for Science Teaching and Learning, language educators had the opportunity to cross academic boundaries to listen to science teachers in Florida (N=9) and Ohio (N=4) discuss teaching second language learners. Analyses of the focus group (i.e., discussion and written feed) and surveys completed by pre-service science teachers (N=48) provide insight into successfully pursuing cross-disciplinary collaboration. This article describes a model for creating effective ESL in-service opportunities in K-12 settings.
Evaluating the Effectiveness of the CREDE Coaching Model
(2009) Teemant, Annela; Tyra, Serena; Wink, Joan
This paper describes and evaluates the effectiveness of an instructional coaching model focused on use of five research-based teaching practices promoted by the Center for Research on Education, Diversity and Excellence (CREDE). These pedagogical practices improve academic achievement among diverse student populations. Forty-one elementary teachers participated in a full year of professional development, combining a 30-hour intensive workshop with individual coaching. Using the Standards Performance Continuum, data were gathered during each teacher coaching cycle. Findings demonstrate a significant trend for how teachers incorporate the Five Standards and how instructional coaching significantly improved teacher use of the Five Standards. Improvements in the coaching intervention are needed to support all teachers in reaching the highest levels of implementation.
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.
Measuring the Effectiveness of an ESL Coaching Model
(National Clearinghouse for English Language Acquisition, 2010) Teemant, Annela
Identifying professional development models that result in accelerated academic and linguistic development among English language learners (ELLs) is a pressing educational concern, especially in an era demanding that teacher performance be directly linked to student achievement. Classroom-based coaching has proven effective in helping teachers to expand skills, sustain change over time, and improve student achievement (e.g., Speck & Knipe, 2001). Coaching provides teachers with a “chain of assistance” (Tharp & Gallimore, 1988, p. 83) in their efforts to implement researched-based practices. This article describes the growth targets, process, and outcome data of the ESL (English-as-a-Second Language) Effective Pedagogy (EEP) Coaching Model. This is a new, sociocultural, performance-based coaching model (Teemant, Reveles, & Tyra, in prep) focused on research-based practices known to improve ELLs’ student achievement. 1 The EEP coaching model is grounded in Vygotsky’s (1978) premise that learning is social, and that through dialogue and interaction with more knowledgeable others – coaches and peers – classroom teachers receive assistance in their Zone of Proximal Development (ZPD) to gain the knowledge they need to competently promote the academic development of mainstreamed ELLs.
ESL student perspectives on university classroom testing practices
(Indiana University's Faculty Academy on Excellence in Teaching (FACET), 2010-11) Teemant, Annela
ESL students struggle to represent accurately on tests what they know. Understanding what constitutes equitable testing practices in university settings for ESL students poses a significant challenge to educators. This study reports on the content analysis of semi-structured interview data obtained from 13 university-level ESL students on their opinions, concerns, strategies, and preferences in testing. ESL students provide evidence that language proficiency, test anxiety, and preferences for particular test formats, such as multiple-choice over essay questions, affect their ability to demonstrate content knowledge. Students describe context, culture, and seven language-related problems in testing, and show awareness of various test-taking strategies. The results suggest practical implications for making testing outcomes more equitable for ESL students.
Investigating the Efficacy and Sustainability of Instructional Coaching on Teacher Pedagogy
(Office of the Vice Chancellor for Research, 2011-04-08) Teemant, Annela
Identifying value-added models and measures of instructional coaching are increasingly important with renewed focus on improving teacher quality. This longitudinal and quasiexperimental study investigates the efficacy and sustainability of instructional coaching outcomes with urban elementary teachers (N = 36). The instructional coaching intervention targets use of five research-based practices—the Standards for Effective Pedagogy—known to benefit culturally, linguistically, and economically diverse learners. Quantitative preintervention, post-intervention, and one-year-after intervention data were collected across two years. The intervention consisted of a 30-hour workshop and seven individual coaching sessions across the school year. Findings demonstrate instructional coaching led to statistically significant teacher change against a performance standard. Teachers were able to sustain these changes, albeit at a slightly lower level of fidelity, one year following the intervention. The pattern of attrition reveals that teachers struggle to sustain a commitment to providing teacher assistance to students in the process of learning.
Mainstream ESL Instructional Coaching: A Repeated Measures Replication Study
(Indiana Teachers of English to Speakers of Other Languages, 2012) Teemant, Annela; Reveles, Christine
This paper describes an ESL instructional coaching model for mainstream teachers and uses a replication approach to compare the instructional coaching outcomes of urban teachers in Indiana and California to determine if the observed pattern of development can be generalized to urban elementary educators. Teachers (N = 35) participated in a 30-hour workshop and seven individual coaching sessions across a school year. Findings demonstrate ESL instructional coaching led to statistically significant change in teacher pedagogy, a shared pattern of teacher development, and subtle group differences in reaching fidelity to the model. Suggestions for improving the ESL coaching model for urban mainstream teachers are presented.

Browse

Browsing Annela Teemant by Issue Date

Results Per Page

Sort Options