Creating the Path Together: A Case Study of a Mathematics Professional Development Program for Teachers of English Language Learners
The purpose of this case study was to describe and analyze the Mathematics Access for Language Learners (MALL) professional development project. This project’s primary goal has been to provide teachers with the knowledge, strategies, tools, and materials to help make mathematics content accessible to their English Language Learner students. This study used case study methodology. Data was collected from archival records, participant observations, and interviews with project participants, facilitators, and the project director. The results and analysis of this study are provided through the framework of Bernice McCarthy’s 4MAT instructional model. The project is then analyzed to determine if it is an exemplary model for professional development, and the discussion of this study offers implications for leadership, recommendations for future research, and considers the role of leadership in supporting systemic change.
Mathematics education, professional development, lesson study, 4MAT, English Language Learners (ELL), arts integration, Education, Educational Leadership
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