Thesis advisor: Maria E. Brisk / This dissertation analyzed how exemplary mainstream teachers of English Language Learners (ELLs) taught these students across contexts--English monolingual immersion and bilingual. The research for this study was grounded directly in the teaching practices of exemplary teachers for English Language Learners (ELLs). Teacher participants undertook inquiry into their own practices to provide the knowledge and information needed to assist other teachers in improving their practices with ELLs. The research in this case drew upon previous research in the area of professional knowledge and expertise. The major goal was to understand from a holistic viewpoint the successful teacher of ELLs--their backgrounds, knowledge and practices, and how these were mediated by teaching contexts--English monolingual immersion and bilingual. Using a constructivist grounded-theory design, four descriptive case studies were the focus of the dissertation. Using interviews, observations, recall sessions, and a focus group, each teacher was studied to determine their backgrounds both personally and professionally, teaching practices, and attitudes towards ELL students, in order to create a theory of what it takes to be an effective teacher of ELL students. The results suggest that certain background experiences can positively impact the teaching of ELL students: learning a second language, being immersed in a culture different from one's own, and an understanding of second language development. The results also indicated common patterns among the teachers' planning and preparation, teaching practices, and attitudes towards their ELL students. Commonalities in teachers' planning and preparation included the use of themes and units, language goals for their ELL students, knowledge of students' backgrounds, and preparation of exemplars and models. Commonalities in classroom practices included repetition of key vocabulary and phrases, prompting and coaching ELL students, thoughtful grouping and pairing, frequent check-ins with ELL students, and, in the bilingual context, use of the students' first language for learning and instruction. Finally, all of the teachers demonstrated common observable attitudes towards their ELL students such as kindness, sensitivity, and encouragement. / Thesis (PhD) — Boston College, 2008. / Submitted to: Boston College. Lynch School of Education. / Discipline: Curriculum and Instruction.

The purpose of this qualitative study was to examine the perceptions of exemplary teachers regarding their development as educators. Twelve elementary school teachers from four school districts took part in the investigation. Open-ended interviews were used to explore teachers' beliefs, their learning experiences as well as the personal and organizational factors that they felt had an impact on their development. Results from this study led to the formation of a grounded theory of exemplary teacher development which centered around the concept of continuous self renewal. Internal factors affecting renewal were associated with teachers' passion and purpose, perception of good teachers and holistic view of teaching and learning. External factors affecting renewal related to their personal support system, workplace supports and feedback about student growth. The study has implications for teacher educators, staff developers and administrators regarding how to support teacher development and how to structure learning opportunities that promote teacher growth.

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<p>  </p> <p>Although young children from low-income families may (or may not) have fewer quality literacy experiences at home before attending preschool or kindergarten, instruction from an exemplary teacher matters most for emergent comprehension development. This single, intrinsic case study describes how one exemplary teacher’s interactions with her low-income preschoolers promote their emergent comprehension during read-alouds, while on Zoom, during the COVID-19 pandemic. The unique context of the COVID-19 pandemic required interviews with the teacher and observations of read-alouds to be conducted via Zoom. Socio-cultural, social constructivist and semiotic theories framed this study’s design as a case study. Data analysis utilized Cambourne’s Model of Learning (Crouch & Cambourne, 2020) and Dooley & Matthews (2009) Model of Emergent Comprehension. Key findings were that the teacher formed positive relationships with and among her children, getting to know their families and cultural backgrounds. She used this knowledge along with what she observed during read-alouds to engage her students and personalize both academic and social-emotional instruction for them. Her young students’ responses during read-alouds evidenced how they constructed meaning by making connections between school- and home-based interactions.</p>