Abstract
One
of the most pressing challenges confronting change-agent leaders in rural
school districts in the United States is how to provide well designed
instructional programs to meet the biliteracy academic development needs of
emergent bilingual learners. This
article examines how one language arts teacher / dual language coordinator and
her instructional improvement team colleagues working in a high needs rural
middle school leveraged design research thinking and intervention
development strategies to: 1) engage in intensive data teaming to
investigate the root causes of the persistent learning performance gaps of
emergent bilingual students on their rural campus; and 2) develop and implement
a design-based professional development intervention program for sixth,
seventh, and eighth grade core content teachers to refocus teachers’ individual and collective pedagogical perspectives
regarding the perceived learning capabilities of emergent bilingual students
and reinvigorate their team-centered interdisciplinary planning and classroom
teaching practices.
Change-agent leadership insights derived from an analysis of collective
intervention design and implementation efforts completed by the instructional
improvement team are presented and discussed within two areas: 1) leading instructional
improvement initiatives in high needs rural school districts; and 2) leveraging
immersive professional development to build core content teachers’ dual
language instructional teaming capacities. Finally, a set of design principles
derived from the case study is presented that may be of practical use to rural
school leaders interested in exploring the potential of design-based
intervention methods to address the dual language programming needs of
biliteracy learners.
-Today
|
821 |
 -Yesterday |
835 |
 -This Month |
31212 |
 -Last Month |
47090 |
 -All Days |
406203 |
IJAHSS by IPRPD is licensed under a Creative Commons Attribution 4.0 International License.