Across America, co-teaching and related forms of collaboration between content area teachers and English language development teachers have become increasingly common models for integrating content area and language instruction. While these models have become better defined and implemented, the full extent of these practices nationally—including their prevalence and variations—is not known.
This was the first session of our webinar series, Where the Evidence Leads: Preliminary Findings From IES-Funded English Learner Research Studies, hosted by the National Research & Development Center to Improve Education for Secondary English Learners at WestEd.
In this webinar, Center researchers shared preliminary findings from a national survey designed to determine how co-teaching and collaboration vary in implementation.
Presenters
Amanda Kibler
Co-Principal Investigator
Kibler serves as Co-Principal Investigator on the Center’s Co-Teaching study. She is a Professor in the College of Education at Oregon State University and has extensive experience in qualitative and mixed-methods research focused on the classroom experiences of secondary English Learners and their teachers. A former ESL teacher at the secondary level, she has served as Principal Investigator on several grants, including one from the William T. Grant Foundation on peer interaction in middle school classrooms with English Learners. She presents regularly at international conferences for practitioners and has published extensively in the field of multilingualism and secondary English Learner education. Kibler holds a PhD from Stanford University.
Martha Castellón Palacios
Co-Principal Investigator
Castellón Palacios serves as Co-Principal Investigator on the Center’s Co-Teaching study. She is a Senior Program Associate at WestEd, where she provides technical assistance to states and districts. With expertise in second language acquisition teaching and research, she has led several professional development efforts for teachers and administrators and has served as a reviewer of English Learner programs and services throughout the country. Castellón Palacios holds a PhD from Stanford University.
About the Center
Since 2020, the National Research & Development Center to Improve Education for Secondary English Learners has sought to significantly advance the capacity of educators, policymakers, and researchers to serve students who are classified in school as English Learners by bridging research and practice bidirectionally.
Funded by a grant from the Institute of Education Sciences, the Center consists of a world-class research team from WestEd; the University of Oregon; Oregon State University; and the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at the University of California, Los Angeles.
The Center seeks to (a) identify and describe the systemic barriers that prevent secondary English Learner students from successfully accessing the general curriculum and (b) develop and test innovative, educative curriculum materials that enable these students to reach their full potential in community, college, and career.
More Related to this Resource
Resources
Browse our high-quality publications and resources designed to inform and engage professionals in a variety of fields including K–12 education, early childhood, and health and justice.
