Date of Graduation
5-2018
Document Type
Thesis
Degree Name
Master of Education in Teaching English to Speakers of Other Languages (MEd)
Degree Level
Graduate
Department
Curriculum and Instruction
Advisor
Kristina Howlett
Committee Member
Felicia Lincoln
Second Committee Member
Freddie Bowles
Keywords
Adult Education, Andragogy, Professional Development, Project-Based Learning, Teacher Training, Workforce Literacy
Abstract
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.
Citation
Gerner, R. L. (2018). The Effect of an Adult ESL Project-Based Literacy Training on Teacher Practice. Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/2797
Included in
Adult and Continuing Education Commons, Adult and Continuing Education and Teaching Commons, Bilingual, Multilingual, and Multicultural Education Commons