The purpose of this study was to determine the long-term impact of the Summer Workshop for English Teachers. Moving beyond participant satisfaction surveys and even measures of participant learning outcomes, this project sought to describe the ways that teachers implemented their program training after returning to Mexico and what affect that had in their classrooms, their schools, and the wider English-teaching community. I surveyed 203 former Summer Workshop participants and conducted focus group interviews with 18 more who attended the professional development training at a U.S. host institution between 2002 and 2013. The data showed that the participants were using their program training in various ways to increase student motivation and participation in the classroom, improve collaborative efforts with their colleagues, and make important changes in their school curriculum or English teaching policies. Program participants also shared what they learned in their summer training course with other English teachers through in-service training meetings, conference presentations, and publications.
","abstract_html":"<p>The purpose of this study was to determine the long-term impact of the Summer Workshop for English Teachers. Moving beyond participant satisfaction surveys and even measures of participant learning outcomes, this project sought to describe the ways that teachers implemented their program training after returning to Mexico and what affect that had in their classrooms, their schools, and the wider English-teaching community. I surveyed 203 former Summer Workshop participants and conducted focus group interviews with 18 more who attended the professional development training at a U.S. host institution between 2002 and 2013. The data showed that the participants were using their program training in various ways to increase student motivation and participation in the classroom, improve collaborative efforts with their colleagues, and make important changes in their school curriculum or English teaching policies. Program participants also shared what they learned in their summer training course with other English teachers through in-service training meetings, conference presentations, and publications.</p>","abstract_has_math":false,"creators":["Keogh, Rochelle"],"institution":null,"degree_name":"Doctor of Education in Higher Education (EdD)","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Hodges, Karen","Bergman-Lanier, Leyah"],"advisors":["Hammons, James O."],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-05-01T07:00:00Z","date_published":"2015-05-01T07:00:00Z","updated_at":"2026-07-24T01:00:09Z","subjects":["Efl","English as a foreign language","Professional development","Teacher education","Training evaluation","Bilingual, Multilingual, and Multicultural Education","Educational Assessment, Evaluation, and Research","English Language and Literature"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.uark.edu/etd/31","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hodges, Karen","Bergman-Lanier, Leyah"]},{"key":"dc:contributor.advisor","label":"Advisor","values":["Hammons, James O."]},{"key":"dc:creator","label":"Author","values":["Keogh, Rochelle"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-17T07:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Higher Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Efl","English as a foreign language","Professional development","Teacher education","Training evaluation","Bilingual, Multilingual, and Multicultural Education","Educational Assessment, Evaluation, and Research","English Language and Literature"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.uark.edu/etd/31"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to determine the long-term impact of the Summer Workshop for English Teachers. Moving beyond participant satisfaction surveys and even measures of participant learning outcomes, this project sought to describe the ways that teachers implemented their program training after returning to Mexico and what affect that had in their classrooms, their schools, and the wider English-teaching community. I surveyed 203 former Summer Workshop participants and conducted focus group interviews with 18 more who attended the professional development training at a U.S. host institution between 2002 and 2013. The data showed that the participants were using their program training in various ways to increase student motivation and participation in the classroom, improve collaborative efforts with their colleagues, and make important changes in their school curriculum or English teaching policies. Program participants also shared what they learned in their summer training course with other English teachers through in-service training meetings, conference presentations, and publications.
"]},{"key":"dc:title","label":"Title","values":["Long-term Impact of Teacher Training for Mexican English-language Teachers"]}]}],"canonical_facts":{"dc:contributor":["Hodges, Karen","Bergman-Lanier, Leyah"],"dc:contributor.advisor":["Hammons, James O."],"dc:creator":["Keogh, Rochelle"],"dc:date":["2015"],"dc:date.available":["2016-03-17T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to determine the long-term impact of the Summer Workshop for English Teachers. Moving beyond participant satisfaction surveys and even measures of participant learning outcomes, this project sought to describe the ways that teachers implemented their program training after returning to Mexico and what affect that had in their classrooms, their schools, and the wider English-teaching community. I surveyed 203 former Summer Workshop participants and conducted focus group interviews with 18 more who attended the professional development training at a U.S. host institution between 2002 and 2013. The data showed that the participants were using their program training in various ways to increase student motivation and participation in the classroom, improve collaborative efforts with their colleagues, and make important changes in their school curriculum or English teaching policies. Program participants also shared what they learned in their summer training course with other English teachers through in-service training meetings, conference presentations, and publications.
"],"dc:identifier":["https://scholarworks.uark.edu/etd/31"],"dc:subject":["Efl","English as a foreign language","Professional development","Teacher education","Training evaluation","Bilingual, Multilingual, and Multicultural Education","Educational Assessment, Evaluation, and Research","English Language and Literature"],"dc:title":["Long-term Impact of Teacher Training for Mexican English-language Teachers"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Higher Education (EdD)"]},"updated_at":"2026-07-24T01:00:09Z"}