Framework for Quality Professional Development for Practitioners Working with Adult English Language Learners
Appendix III
References
Adger, C., Snow, C., & Christian, D. (Eds.). (2002). What teachers need to know about language. Washington, DC: Center for Applied Linguistics.
American Federation of Teachers. Principles for professional development. Washington, DC: Author. Available: http://www.aft.org/pubs-reports/
downloads/teachers/PRINCIPLES.pdf
Association of Adult Literacy Professional Developers (AALPD). (n.d.). Recommended policies to support professional development for adult basic education practitioners. Available: http://www.aalpd.org/
priorities_pdpolicies.htm
Association of Adult Literacy Professional Developers (AALPD). (in press). AALPD professional development standards and indicators. Available: http://www.aalpd.org/
AALPDStandardsandIndicatorscombined11-06-07.doc
Bachman, L. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.
Belzer, A., Drennon, C., & Smith, C. (2001). Building professional development systems in adult basic education: Lessons from the field. Review of Adult Learning and Literacy, 2. Retrieved August 31, 2007, from http://www.ncsall.net/?id=559
Birch, B.M. (2002). English L2 reading: Getting to the bottom. Mahwah, NJ: Lawrence Erlbaum Associates.
Borg, S. (2006). Teacher cognition and language education. New York: Continuum.
Brancato, V. (2003). Professional development in higher education. New Directions for Adult and Continuing Education, 98, 59-65.
Brown, H.D. (2000). Principles of language learning and teaching. New York: Longman.
Burt, M. & Mathews-Aydinli, J. (2007). Workplace instruction and workforce preparation for adult immigrants. Washington, DC: Center for Applied Linguistics. Available: http://www.cal.org/caela/esl_resources/
briefs/work.html
Burt, M., Peyton, J. K., & Adams, R. (2003). Reading and adult English language learners: A review of the research. Washington, DC: Center for Applied Linguistics. Available: http://www.cal.org/caela/research/raell.pdf
Capps, R., Fix, M., & Passel, M. (2002). The dispersal of immigrants in the 1990s. Washington, DC: Urban Institute. Retrieved August 31, 2007, from http://www.urban.org/
publications/410589.html
Center for Adult English Language Acquisition (2007). The CAELA Guide for Adult ESL Trainers. Washington, DC: Author. Available: http://www.cal.org/caela/scb/guide.html
Center for Applied Linguistics & National Center for Family Literacy. (2004). Practitioner Toolkit: Working with adult English language learners. Louisville, KY & Washington, DC: Author. Available from http://www.cal.org/caela/
tools/instructional/prac_toolkit.html
Chapelle, C. (2003). English language learning and technology. Philadelphia: John Benjamins.
Chisman, F., & Crandall, J. (2007). Passing the torch: Strategies for innovation in community college ESL. New York: Council for Advancement of Adult Literacy. Retrieved August 31, 2007, from http://www.caalusa.org/
eslpassingtorch226.pdf
Connecticut State Education Resource Center. (1997). Effective professional development: principles and beliefs. Middletown, Connecticut: Author. Available: http://www.ctserc.org/articles/Effective Professional_Development_at_SERC.pdf
Corley, M.A. (2003). The evolution of quality professional development. CALProgress, 2, 4-5. Available: http://www.calpro-online.org/announce/
docs/CalProGressMay03-vol2.pdf
Crandall, J. (1993). Professionalism and professionalization of adult ESL literacy. TESOL Quarterly, 27(3), 497-515.
Crandall, J. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34-55.
Crandall, J., Ingersoll, G., & Lopez, J. (2008). Adult ESL credentialing and certification. Washington, DC: Center for Applied Linguistics.
Darling-Hammond, L. (2006). Assessing teacher education: The usefulness of multiple measures for assessing program outcomes. Journal of Teacher Education, 5(2), 120-138.
Dede, C. (Ed.). (2006). Online professional development for teachers: Emerging models and methods. Cambridge: Harvard Education Press.
Dulay, H.C. & Burt, M.K. (1972) Goofing: An indicator of children’s second language learning strategies. Language Learning, 24, 235-252.
Dulay, H.C. & Burt, M. K. (1974a). Errors and strategies in child second language acquisition. TESOL Quarterly, 8, 129-136.
Dulay, H.C. & Burt, M. K. (1974b). Natural sequences in child second language acquisition. Language Learning, 24, 37-53.
Dulay, H.C. & Burt, M.K. (1976). Creative construction in second language learning and teaching. Language Learning, Special Issue Number 4, 65-79.
Earley, P., & Bobb, S. (2004). Learning and managing continuing professional development. London: Paul Chapman Publishing.
Ellis, R. (2000). Second language acquisition. Oxford: Oxford University Press.
Farrell, T.S.C. (2004). Reflective practice in action. Thousand Oaks, CA: Corwin Press.
Fillmore, L.W., & Snow, C. (2002). What teachers need to know about language. In C. Adger, C. Snow, & D. Christian (Eds.), What teachers need to know about language (pp. 7-54). Washington, DC: Center for Applied Linguistics.
Firestone, W., Mangin, M., Martinez, M., & Polovsky, T. (2005). Leading coherent professional development: A comparison of three districts. Educational Administration Quarterly, 41(3), 413-448.
Florez, M. C., & Burt, M. (2001). Beginning to work with adult English language learners: Some considerations. Washington, DC: Center for Applied Linguistics. Retrieved August 31, 2007, from http://www.cal.org/caela/
esl_resources/digests/beginQA.html
Freeman, D., & Johnson, K. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-417.
Freeman, D., & Johnson, K. (2004). Comments on Robert Yates and Dennis Muchisky’s “On reconceptualizing teacher education.” TESOL Quarterly 38(1), 119-127.
Fullan, M. (2007). The new meaning of educational change. New York: Teachers College Press.
Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K. S. (2001). What makes professional development effective? Results for a national sample of teachers. American Educational Research Journal, 38(4), 915-945.
Gee, J. P. (2004). Learning language as a matter of learning social languages within discourses. In M. Hawkins (Ed.), Language learning and teacher education: A sociocultural approach (pp. 13-32). Clevedon, England: Multilingual Matters.
Gonzalez, J., & Darling-Hammond, L. (1997). New concepts for new challenges: Professional development for teachers of immigrant youth. Washington, DC: Center for Applied Linguistics.
Guskey, T. (2002). Does it make a difference? Evaluating professional development. Educational Leadership, 59(6), 45-51.
Hall, D. & Hewings, A. (2001). (Eds.) Innovation in English language teaching. London: Routledge.
Hawkins, M. (2004). Social apprenticeships through mediated learning in language teacher education. In M. Hawkins (Ed.), Language learning and teacher education: A sociocultural approach (pp. 89-109). Clevedon, England: Multilingual Matters.
Haynes, J. (2005). ESL teacher as cultural broker. Retrieved July 31, 2007, from http://www.everythingesl.net/inservices/
crosscultural.php
Hilferty, M. (1996). Coding decoding: Predicting the reading comprehension of Latino adults learning English. Unpublished doctoral dissertation. Harvard University.
Huntley, H.S. (1992). The new illiteracy: A study of the pedagogic principles of teaching English as a second language to non-literate adults. Unpublished manuscript. (ERIC No. ED 356 685)
Jensen, L. (2006). New immigrant settlements in rural America: Problems, prospects, and policies. Durham, NH: Carsey Institute. Retrieved August 31, 2007, from: http://www.carseyinstitute.unh.edu/publications/
Report_Immigration.pdf
Joyce, B., & Showers, B. (2002). Student achievement through staff development. Alexandria, VA: Association for Supervision and Curriculum Development.
Kenyon, D., & Van Duzer, C. (2003). Valid, reliable, and appropriate assessments for adult English language learners. Washington, DC: Center for Applied Linguistics. Available: http://www.cal.org/caela/esl_resources/
digests/langassessQA.html
Kochhar, R. (August 10, 2006). Growth in the foreign-born workforce and employment of native born. Washington, DC: Pew Hispanic Center.
Kutner, M., Sherman, R., Tibbetts, J., & Condelli, L. (1997) Evaluating professional development: A framework for adult education. Building Professional Development Partnerships for Adult Educators Project.
Lee. E. (2002). Beyond heroes and holidays. Washington, D.C.: Teaching for Change.
Mathews-Aydinli, J. (2006). Supporting adult English language learners’ transitions to postsecondary education. Washington, DC: Center for Applied Linguistics. Available: http://www.cal.org/caela/esl_resources/
briefs/transition.html
McHugh, M., Gelatt, J., & Fix, M. (2007). Adult English language instruction in the United States: Determining need and investing wisely. Washington, DC: Migration Policy Institute. Retrieved August 31, 2007, from http://www.migrationpolicy.org/pubs/
NCIIP_English
Instruction073107.pdf
Meissner, D., Meyers, D., Papademetriou, D., & Fix, M. (2006). Immigration and America’s future: A new chapter. Washington, DC: Migration Policy Institute.
Migration Policy Institute. (2007a). Annual immigration to the United States: The real numbers. Washington, DC: Author.
Migration Policy Institute. (2007b). 2005 American community survey and Census data on the foreign born by state. Washington, DC: Author. Retrieved August 31, 2007, from http://www.migrationinformation.org/
datahub/acscensus.cfm
Mislevey, R., & Knowles, K. (Eds.) (2003). Performance assessments in adult education: Exploring the measurement issues. Washington, DC: National Academy Press.
Mitchem, K. (2003). Data drives change: linking professional development to improved outcomes. Rural Special Education Quarterly. Retrieved August 31, 2007, from http://findarticles.com/p/articles/mi_qa4052/
is_200301/ai_n9223188/print
Muchisky, D., & Yates, R. (2004). The authors respond . . . defending the discipline, field, and profession. TESOL Quarterly, 38(1), 134-140.
National Center for ESL Literacy Education. (2003). Adult English language instruction in the 21st century. Washington, DC: Center for Applied Linguistics. Available: http://www.cal.org
/caela/esl_resources/languageinstructionEng.pdf
National Council of Teachers of English. (2006). Principles of professional development. Urbana, Illinois: Author. Available: http://www.ncte.org/positions/
statements/profdevelopment
National Reporting System. (2006). State assessment policy guidance. Retrieved February 6, 2008, from http://www.nrsweb.org
National Staff Development Council. (2001). NSDC’s standards for staff development. Oxford, Ohio: Author. Available: http://www.nsdc.org/standards
Peyton, J., Burt, M., McKay, S., Schaetzel, K., Terrill, L., Young, S., et al. (2007). Professional development systems for practitioners working with adult English language learners with limited literacy. In Research, Practice, and Policy for Low-educated Second language and Literacy Acquisition—for Adults. Low-Educated Second Language and Literacy Acquisition (LESLLA) Forum.
Richards, J., & Farrell, T. S. C. (2005). Professional development for language teachers. New York: Cambridge University Press.
Richards, J. & Lockhart, C. (1996). Reflective teaching in second language classrooms. New York: Cambridge University Press.
Rivkin, S., Hanushek, E., & Kain, J. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417-458.
Rosemary, C., Roskos, K., & Landreth, L. (2007). Designing professional development in literacy: A framework for effective instruction. New York: Guilford Press.
Rowan, B., Correnti, R., & Miller, R. (2005). What large-scale, survey research tells us about teacher effects on student achievement: Insights from the Prospect” study of elementary schools. Philadelphia: Consortium for Policy Research in Education.
Sanders, W., & Rivers, J. (1996). Cumulative and residual effects of teachers on future student academic achievement. Knoxville, Tennessee: University of Tennessee Value-Added Research and Assessment Center. Available: http://www.mccsc.edu/~curriculum/
cumulative%20and%20residual%20effects
%20of%20teachers.pdf
Schaetzel, K., Peyton, J.K., & Burt, M. (2007). Professional development for adult ESL practitioners: Building capacity. Washington, DC: Center for Applied Linguistics. http://www.cal.org/caela/esl_resources/
briefs/profdev.html
Schaetzel, K., & Young, S. (2007). Using adult ESL content standards. Washington, DC: Center for Applied Linguistics. http://www.cal.org/caela/esl_resources/briefs/
usingcontstandards.html
Selinker, L. (1972). Interlanguage. IRAL 10(2), 209-231.
Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York: Currency Doubleday.
Sherman, R., Safford-Ramus, K., Hector-Mason, A., Condelli, L., Olinger, A., & Jani, N. (2006). An environmental scan of adult numeracy professional development initiatives and practices. Washington, DC: American Institutes for Research.
Shulman, L., & Shulman, J. (2004). How and what teachers learn: A shifting perspective. Journal of Curriculum Studies, 36(2), 257-271.
Singer, A., & Wilson, J. (2006). From ‘there’ to ‘here’: Refugee resettlement in metropolitan America. Washington, DC: The Brookings Institute. Retrieved August 31, 2007, from http://www.brookings.edu/metro/pubs/
20060925_singer.htm
Smith, C., & Gillespie, M. (2007). Research on professional development and teacher change: Implications for adult basic education. Review of Adult Learning and Literacy, 7. Retrieved August 31, 2007, from http://www.ncsall.net
/fileadmin/resources/ann_rev/smith-gillespie-07.pdf
Smith, C., Hofer, J., Gillespie, M., Solomon, M., & Rowe, K. (2003). How teachers change: A study of professional development in adult education. (Report No. 25a). Cambridge, MA: National Center for the Study of Adult Learning and Literacy.
Smith, T., & Rowley, K. (2005). Enhancing commitment or tightening control: The function of teacher professional development in an era of accountability. Educational Policy, 19(1), 126-154.
Strucker, J. (1997). What silent reading tests alone can’t tell you: Two case studies in adult reading differences. Focus on Basics, 1(B), 13-17. Available: http://www.ncsall.net/?id=456
U.S. Department of Education. (2007). No child left behind: Teacher-to-teacher initiative. Washington, DC: Author. Available: http://www.ed.gov/teachers/how/
tools/initiative/factsheet.pdf
U.S. Department of Education, Office of Educational Research and Improvement. (1997). National awards program for model professional development 1998 application. Washington, DC: Author.
U.S. Department of Education, Office of Vocational and Adult Education. (n.d.). Adult education content standards warehouse [Web site]. Retrieved October 9, 2008 from http://www.adultedcontentstandards.ed.gov/
Vygotsky, L. (1986) Thought and language. Cambridge, MA: The MIT Press.
Weiss, I., Montgomery, D., Ridgway, C., & Bond, S. (1998). Highlights of the local systemic change through teacher enhancement: Year three cross-site report. Chapel Hill, NC: Horizon Research. Retrieved August 31, 2007, from http://www.horizon-research.com/LSC/news/
cross_site/97cross_site/execsum97.pdf
Whitehurst, G. (2002, March). Research on teacher preparation and professional development. Paper presented at the White House Conference on Preparing Tomorrow’s Teachers, Washington, DC. Available: http://www.ed.gov
/admins/tchrqual/learn/preparingteachersconference/
whitehurst.html
Wilson, B., & Corbett, D. (2001). Adult basic education and professional development: Strangers for too long. Focus on basics. (4)D. Retrieved January 9, 2007, from http://www.ncsall.net/?id=297
Workforce Investment Act of 1998, Pub. L. No. 105-220, 212.b.2.A, 112 Stat. 936 (1998).
Yates, R., & Muchisky, D. (2003). On reconceptualizing teacher education. TESOL Quarterly, 37(1), 135-147.
Young, S., & Smith, C. (2006). Understanding adult ESL content standards. Washington, DC: Center for Applied Linguistics. Available: http://www.cal.org/caela/
esl_resources/briefs/contentstandards.html
