Educators in Massachusetts have sought to use multiple professional development models to fill the gap of what bilingual programs once provided. A consequence of the 2002 vote indicated that all teachers have the responsibility to teach language to English language learners (ELLs) in Massachusetts. With all this change in federal and state policy, the only modification to the teacher preservice model for career and technical teachers was the addition of one required professional development series on providing sheltered English immersion to ELLs in their vocational-technical programs. However, the current SEI professional development model may not be able to provide for the pedagogical needs of career and technical teachers in Massachusetts.
Preliminary research provided valuable insight and indicated the need for additional studies and highlighted a gap in the research. The study’s research problem was that career and technical teachers of ELLs must implement the prescribed pedagogy of a one-size-fits-all professional development model. Primary studies have suggested that this topic has remained in its infancy and thus requires a more intensive review at the local and national levels. The purpose of this qualitative interpretative phenomenological study was to examine career and technical teachers’ reflections of their perceptions and experiences of implementing the prescribed pedagogy of the mandated one-size-fits-all sheltered English immersion professional development model in Massachusetts. Massachusetts school leaders and educators are held accountable for student growth and progress; therefore, they must answer for a decline in achievement, although many lack adequate training to support their ELLs.
","abstract_html":"<p>Educators in Massachusetts have sought to use multiple professional development models to fill the gap of what bilingual programs once provided. A consequence of the 2002 vote indicated that all teachers have the responsibility to teach language to English language learners (ELLs) in Massachusetts. With all this change in federal and state policy, the only modification to the teacher preservice model for career and technical teachers was the addition of one required professional development series on providing sheltered English immersion to ELLs in their vocational-technical programs. However, the current SEI professional development model may not be able to provide for the pedagogical needs of career and technical teachers in Massachusetts.</p> <p>Preliminary research provided valuable insight and indicated the need for additional studies and highlighted a gap in the research. The study’s research problem was that career and technical teachers of ELLs must implement the prescribed pedagogy of a one-size-fits-all professional development model. Primary studies have suggested that this topic has remained in its infancy and thus requires a more intensive review at the local and national levels. The purpose of this qualitative interpretative phenomenological study was to examine career and technical teachers’ reflections of their perceptions and experiences of implementing the prescribed pedagogy of the mandated one-size-fits-all sheltered English immersion professional development model in Massachusetts. Massachusetts school leaders and educators are held accountable for student growth and progress; therefore, they must answer for a decline in achievement, although many lack adequate training to support their ELLs.</p>","abstract_has_math":false,"creators":["Swasey, Rebecca Nault"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Deborah Jameson","Dawn Mackiewicz","Matthew Connors"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-12-01T08:00:00Z","date_published":"2021-12-01T08:00:00Z","updated_at":"2026-07-24T05:21:34Z","subjects":["Language and Literacy Education","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/401","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Deborah Jameson","Dawn Mackiewicz","Matthew Connors"]},{"key":"dc:creator","label":"Author","values":["Swasey, Rebecca Nault"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-12-10T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Language and Literacy Education","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/401"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Educators in Massachusetts have sought to use multiple professional development models to fill the gap of what bilingual programs once provided. A consequence of the 2002 vote indicated that all teachers have the responsibility to teach language to English language learners (ELLs) in Massachusetts. With all this change in federal and state policy, the only modification to the teacher preservice model for career and technical teachers was the addition of one required professional development series on providing sheltered English immersion to ELLs in their vocational-technical programs. However, the current SEI professional development model may not be able to provide for the pedagogical needs of career and technical teachers in Massachusetts.
Preliminary research provided valuable insight and indicated the need for additional studies and highlighted a gap in the research. The study’s research problem was that career and technical teachers of ELLs must implement the prescribed pedagogy of a one-size-fits-all professional development model. Primary studies have suggested that this topic has remained in its infancy and thus requires a more intensive review at the local and national levels. The purpose of this qualitative interpretative phenomenological study was to examine career and technical teachers’ reflections of their perceptions and experiences of implementing the prescribed pedagogy of the mandated one-size-fits-all sheltered English immersion professional development model in Massachusetts. Massachusetts school leaders and educators are held accountable for student growth and progress; therefore, they must answer for a decline in achievement, although many lack adequate training to support their ELLs.
"]},{"key":"dc:title","label":"Title","values":["Sheltered English Immersion In Massachusetts: Examining The Reflections Of Career And Technical Teachers With Regard To A Mandated “One-Size-Fits-All” Professional Development Model"]}]}],"canonical_facts":{"dc:contributor":["Deborah Jameson","Dawn Mackiewicz","Matthew Connors"],"dc:creator":["Swasey, Rebecca Nault"],"dc:date.available":["2021-12-10T08:00:00Z"],"dc:description.abstract":["Educators in Massachusetts have sought to use multiple professional development models to fill the gap of what bilingual programs once provided. A consequence of the 2002 vote indicated that all teachers have the responsibility to teach language to English language learners (ELLs) in Massachusetts. With all this change in federal and state policy, the only modification to the teacher preservice model for career and technical teachers was the addition of one required professional development series on providing sheltered English immersion to ELLs in their vocational-technical programs. However, the current SEI professional development model may not be able to provide for the pedagogical needs of career and technical teachers in Massachusetts.
Preliminary research provided valuable insight and indicated the need for additional studies and highlighted a gap in the research. The study’s research problem was that career and technical teachers of ELLs must implement the prescribed pedagogy of a one-size-fits-all professional development model. Primary studies have suggested that this topic has remained in its infancy and thus requires a more intensive review at the local and national levels. The purpose of this qualitative interpretative phenomenological study was to examine career and technical teachers’ reflections of their perceptions and experiences of implementing the prescribed pedagogy of the mandated one-size-fits-all sheltered English immersion professional development model in Massachusetts. Massachusetts school leaders and educators are held accountable for student growth and progress; therefore, they must answer for a decline in achievement, although many lack adequate training to support their ELLs.
"],"dc:identifier":["https://dune.une.edu/theses/401"],"dc:subject":["Language and Literacy Education","Teacher Education and Professional Development"],"dc:title":["Sheltered English Immersion In Massachusetts: Examining The Reflections Of Career And Technical Teachers With Regard To A Mandated “One-Size-Fits-All” Professional Development Model"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:34Z"}