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/Mentor

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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