The purpose of this study was to explore and report on the influence that cognitive coaching, as an embedded part of professional development, has on ESL teachers' and ESL paraprofessionals' learning and practice in the context of educating English learner (EL) students using the Sheltered Instruction Observation Protocol (SIOP) model of instruction. An examination was made on the views of 52 ESL teachers and paraprofessionals regarding participation in a series of 12 professional development workshops, use of cognitive coaching, and implementation of the SIOP with their EL students. As part of their participation in the professional development, self-reflection data were collected at the end of the professional development series.
Three instruments were used to collect data regarding perceptions of cognitive coaching and the SIOP model, as well as a short demographic survey. The findings found that post-implementation as a measure of cognitive coaching was a statistically significant predictor of the ESL teachers' and ESL paraprofessionals' knowledge of SIOP. In addition, the relationship between knowledge of SIOP and post-implementation of the SIOP model in the participants' classrooms indicated that as ESL teachers' and ESL paraprofessionals' knowledge of SIOP increased; their use of SIOP in their classrooms also increased. The post-implementation phase of cognitive coaching in this study involved the application of the features of the SIOP model into the teachers' classrooms. Further research is needed to provide evidence of the efficacy of using cognitive coaching to implement SIOP into classrooms with ELs.
","abstract_html":"<p>The purpose of this study was to explore and report on the influence that cognitive coaching, as an embedded part of professional development, has on ESL teachers' and ESL paraprofessionals' learning and practice in the context of educating English learner (EL) students using the Sheltered Instruction Observation Protocol (SIOP) model of instruction. An examination was made on the views of 52 ESL teachers and paraprofessionals regarding participation in a series of 12 professional development workshops, use of cognitive coaching, and implementation of the SIOP with their EL students. As part of their participation in the professional development, self-reflection data were collected at the end of the professional development series.</p> <p>Three instruments were used to collect data regarding perceptions of cognitive coaching and the SIOP model, as well as a short demographic survey. The findings found that post-implementation as a measure of cognitive coaching was a statistically significant predictor of the ESL teachers' and ESL paraprofessionals' knowledge of SIOP. In addition, the relationship between knowledge of SIOP and post-implementation of the SIOP model in the participants' classrooms indicated that as ESL teachers' and ESL paraprofessionals' knowledge of SIOP increased; their use of SIOP in their classrooms also increased. The post-implementation phase of cognitive coaching in this study involved the application of the features of the SIOP model into the teachers' classrooms. Further research is needed to provide evidence of the efficacy of using cognitive coaching to implement SIOP into classrooms with ELs.</p>","abstract_has_math":false,"creators":["Alicea, Ruben"],"institution":null,"degree_name":"Ed.D.","degree_level":"Open Access Dissertation","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Sharon L. Elliott","Marc H. Rosa"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-01-01T08:00:00Z","date_published":"2014-01-01T08:00:00Z","updated_at":"2026-07-24T05:59:56Z","subjects":["Cognitive Coaching","English Learners","Language Acquisition","Professional Development","SIOP","Teaching strategies","Curriculum and Instruction","Other Education","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wayne.edu/oa_dissertations/1039","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sharon L. Elliott","Marc H. Rosa"]},{"key":"dc:creator","label":"Author","values":["Alicea, Ruben"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2014-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Cognitive Coaching","English Learners","Language Acquisition","Professional Development","SIOP","Teaching strategies","Curriculum and Instruction","Other Education","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wayne.edu/oa_dissertations/1039"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to explore and report on the influence that cognitive coaching, as an embedded part of professional development, has on ESL teachers' and ESL paraprofessionals' learning and practice in the context of educating English learner (EL) students using the Sheltered Instruction Observation Protocol (SIOP) model of instruction. An examination was made on the views of 52 ESL teachers and paraprofessionals regarding participation in a series of 12 professional development workshops, use of cognitive coaching, and implementation of the SIOP with their EL students. As part of their participation in the professional development, self-reflection data were collected at the end of the professional development series.
Three instruments were used to collect data regarding perceptions of cognitive coaching and the SIOP model, as well as a short demographic survey. The findings found that post-implementation as a measure of cognitive coaching was a statistically significant predictor of the ESL teachers' and ESL paraprofessionals' knowledge of SIOP. In addition, the relationship between knowledge of SIOP and post-implementation of the SIOP model in the participants' classrooms indicated that as ESL teachers' and ESL paraprofessionals' knowledge of SIOP increased; their use of SIOP in their classrooms also increased. The post-implementation phase of cognitive coaching in this study involved the application of the features of the SIOP model into the teachers' classrooms. Further research is needed to provide evidence of the efficacy of using cognitive coaching to implement SIOP into classrooms with ELs.
"]},{"key":"dc:title","label":"Title","values":["Influence Of Siop Cognitive Coaching Workshops On Teaching Practices Of Esl Teachers And Esl Paraprofessionals"]}]}],"canonical_facts":{"dc:contributor":["Sharon L. Elliott","Marc H. Rosa"],"dc:creator":["Alicea, Ruben"],"dc:date.available":["2014-01-01T08:00:00Z"],"dc:description.abstract":["The purpose of this study was to explore and report on the influence that cognitive coaching, as an embedded part of professional development, has on ESL teachers' and ESL paraprofessionals' learning and practice in the context of educating English learner (EL) students using the Sheltered Instruction Observation Protocol (SIOP) model of instruction. An examination was made on the views of 52 ESL teachers and paraprofessionals regarding participation in a series of 12 professional development workshops, use of cognitive coaching, and implementation of the SIOP with their EL students. As part of their participation in the professional development, self-reflection data were collected at the end of the professional development series.
Three instruments were used to collect data regarding perceptions of cognitive coaching and the SIOP model, as well as a short demographic survey. The findings found that post-implementation as a measure of cognitive coaching was a statistically significant predictor of the ESL teachers' and ESL paraprofessionals' knowledge of SIOP. In addition, the relationship between knowledge of SIOP and post-implementation of the SIOP model in the participants' classrooms indicated that as ESL teachers' and ESL paraprofessionals' knowledge of SIOP increased; their use of SIOP in their classrooms also increased. The post-implementation phase of cognitive coaching in this study involved the application of the features of the SIOP model into the teachers' classrooms. Further research is needed to provide evidence of the efficacy of using cognitive coaching to implement SIOP into classrooms with ELs.
"],"dc:identifier":["https://digitalcommons.wayne.edu/oa_dissertations/1039"],"dc:subject":["Cognitive Coaching","English Learners","Language Acquisition","Professional Development","SIOP","Teaching strategies","Curriculum and Instruction","Other Education","Teacher Education and Professional Development"],"dc:title":["Influence Of Siop Cognitive Coaching Workshops On Teaching Practices Of Esl Teachers And Esl Paraprofessionals"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Ed.D."]},"updated_at":"2026-07-24T05:59:56Z"}