Date of Graduation
Master of Education in Teaching English to Speakers of Other Languages (MEd)
Curriculum and Instruction
Second Committee Member
Adult Education, Andragogy, Professional Development, Project-Based Learning, Teacher Training, Workforce Literacy
This case study evaluates the effectiveness of a project-based learning professional development training conducted at a literacy center for nine ESL teachers who are working in a workforce literacy environment. The researcher investigated principles of andragogy in the training and examined whether participants implemented the content of the training in their teaching environments via observation, self-reported answers on a questionnaire, individual interviews, and a focus group. There was no direct follow-up after six weeks of the training. The findings of the study indicate that none of the teachers implemented project-based learning in their teaching environment directly following the professional development training.
Gerner, R. L. (2018). The Effect of an Adult ESL Project-Based Literacy Training on Teacher Practice. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/2797