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003 OCoLC;

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006 m o d ;

007 cr unu||||||||;

008 240126s2023 ncua obm 000 0 eng d;

035 a| (OCoLC)1419034259;

090 a| LC1099.515.C85;

049 a| EREE;

100 1 a| Abdolcader, Fowzigiah,e| author.?| UNAUTHORIZED;

245 10 a| Using equitable ELL pedagogy to support English language learners in academic conversations /c| by Fowzigiah Abdolcader.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2023.;

300 a| 1 online resource (224 pages) :b| illustrations (chiefly color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 3.842 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2023.;

500 a| Presented to the Faculty of the Department of Educational Leadership;

500 a| Advisor: Matthew Militello;

500 a| Title from PDF t.p. (viewed January 28, 2025).;

520 3 a| In the participatory action research (PAR) study, teachers in a professional learning community (PLC) acting as Co-Practitioner Researchers (CPR) used the methodologies of the improvement science (Bryk et al., 2015) and the community learning exchange (CLE) to implement instructional practices that incorporate equitable academic discourse and culturally responsive pedagogy for English language learners. Together, the PLC members created space to collaborate, cultivate relational trust, learn and practice ELL pedagogies, study and implement talk moves, and, as a result, improve instructional practices. This study took place in a large urban district in an elementary K-5 school over an 18-month period and three cycles of inquiry. The findings indicate that (a) relational trust contributes to collaborative decisions about instructional practices; (b) teachers play a crucial role in academic conversations; and (c) teachers use ELL-specific pedagogical tools to increase access and rigor. Classroom observations were a fundamental component of the research methodology with a specific focus on confirming that teachers were employing strategies that encouraged equitable access and rigor. The combination of observations with post-observation conversations provided dedicated support for PLC members to reflect on their pedagogical decisions and further refine their practices. The power of iterative reflection and using evidence from our work together informed our iterative next steps as we diagnosed and designed based on conversations, reflection, and evidence (Spillane, 2011). The study has implications for practice, policy, and research at the school and district levels for teachers and leaders who support English Language Learners.;

504 a| Includes bibliographical references.;

650 0 a| Culturally relevant pedagogy.=| ^A1260771;

650 0 a| Multicultural education.=| ^A326281;

650 0 a| English languagex| Study and teaching (Elementary)x| Foreign speakers.=| ^A182846;

650 0 a| Education, Elementaryx| Aims and objectives.=| ^A39760;

650 0 a| Educational equalization.=| ^A24637;

653 a| professional learning community;

653 a| English Language Learners;

653 a| pedagogical decisions;

653 a| think time;

653 a| collaboration;

700 1 a| Militello, Matthew,e| degree supervisor.1| https://id.oclc.org/worldcat/entity/E39PCjJVGHRRYvQ8RpQPXBYkQm=| ^A1009081;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/13242;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 6302749;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6302749-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 1/26/2024x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6302749-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 1/26/2024x| ETDz| HERESOURCE;

Using equitable ELL pedagogy to support English language learners in academic conversations / by Fowzigiah Abdolcader.

Author/creator	Abdolcader, Fowzigiah author.
Other author	Militello, Matthew, degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2023.
Description	1 online resource (224 pages) : illustrations (chiefly color)
Supplemental Content	Access via ScholarShip
Subjects	Culturally relevant pedagogy. Multicultural education. English language--Study and teaching (Elementary). --Foreign speakers. Education, Elementary--Aims and objectives. Educational equalization.

Summary	In the participatory action research (PAR) study, teachers in a professional learning community (PLC) acting as Co-Practitioner Researchers (CPR) used the methodologies of the improvement science (Bryk et al., 2015) and the community learning exchange (CLE) to implement instructional practices that incorporate equitable academic discourse and culturally responsive pedagogy for English language learners. Together, the PLC members created space to collaborate, cultivate relational trust, learn and practice ELL pedagogies, study and implement talk moves, and, as a result, improve instructional practices. This study took place in a large urban district in an elementary K-5 school over an 18-month period and three cycles of inquiry. The findings indicate that (a) relational trust contributes to collaborative decisions about instructional practices; (b) teachers play a crucial role in academic conversations; and (c) teachers use ELL-specific pedagogical tools to increase access and rigor. Classroom observations were a fundamental component of the research methodology with a specific focus on confirming that teachers were employing strategies that encouraged equitable access and rigor. The combination of observations with post-observation conversations provided dedicated support for PLC members to reflect on their pedagogical decisions and further refine their practices. The power of iterative reflection and using evidence from our work together informed our iterative next steps as we diagnosed and designed based on conversations, reflection, and evidence (Spillane, 2011). The study has implications for practice, policy, and research at the school and district levels for teachers and leaders who support English Language Learners.
General note	Presented to the Faculty of the Department of Educational Leadership
General note	Advisor: Matthew Militello
General note	Title from PDF t.p. (viewed January 28, 2025).
Dissertation note	Ed.D. East Carolina University 2023.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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Using equitable ELL pedagogy to support English language learners in academic conversations / by Fowzigiah Abdolcader.

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