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.

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