Browsing by Subject "Cross-disciplinary collaboration"

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    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.
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    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.