Teacher Development Projects
These studies are designed to test instructional models for supporting K-12 teachers’ understanding and use of academic literacies to support literacy and biliteracy. These studies include developing teachers’ critical langauge awareness in multiilingual learning contexts. The projects that target STEM Teaching are found in the STEM Teaching and Learning page. This section presents studies that focus on non-STEM teacher development and include development of pre-service teacher knoweldge of emergent bilinguals as well as the use of linguistics theory, systemic functional linguistics in particular, to develop bilingual teacher professional knowledge.
FEATURED STUDIES
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On-line professional learning communities: Increasing teacher learning and engagement in isolated rural communities.
In large rural geographic locations, the need for alternatives to face-to-face interactions is growing. Thoughtfully designed, online learning communities, like the Project TEACH Online Professional Learning Communities, may assist teachers to meet these challenges.
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Developing teacher capacity for serving ELLs’ writing instructional needs: A case for systemic functional linguistics
Informed by Systemic Functional Linguistics, this study examined the instructional impact of professional-development designed to increase teachers’ understanding of academic language. Differences in teacher evaluations of student work prior to and after SFL PD suggest teachers were better able to analyze student writing after training.
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Effects of Teaching Efficacy, Advocacy, and Knowledge on Coping and Well-Being of Dual Language Immersion Teachers
This exploratory multiple case study identified stressors unique to Spanish-English bilingual teachers and their coping strategies. Teacher high sense of teaching efficacy and advocacy for their students were major mitigating factors to burnout. Teaching efficacy, competence in pedagogy, and workplace engagement were also mitigating factors to well-being.
PAPERS AND PRESENTATIONS
(* = Student; # = Teacher)
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2023
Aguirre-Muñoz, Z., *Esat, G., Smith, B., & *Choi, N. (in print). Effects of teaching efficacy, advocacy, and knowledge on coping and well-being of dual language teachers. Journal of Latinos and Education. Access Paper
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2020
Aguirre-Munoz, Z. & Pando, M. (2020, February). Promoting Bilingual Instructional Problem Solving with Reflection about Subject Matter Inspired by Case-Based Instruction. Paper presented at the annual meeting of the National Association of Bilingual Education (NABE), Las Vegas, NA.
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2019
Aguirre-Muñoz. Z. & *Nayoung, C. (2019, April). Stress and Coping of Bilingual Teachers: Can Teacher Well-Being Mitigate Attrition? Paper presented at the annual meeting of the American Education Research Association (AERA), Toronto, Canada.
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2019
Aguirre-Muñoz, Z. & #Gregory, M. O. (2019, November). Escribiendo para el desarrollo del lenguaje académico. Interactive workshop presented at the annual meeting of La Cosecha, Albuquerque, New México.
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2017
Aguirre-Muñoz. Z., & #Musquiz, L., & #Gregory, M. (2017, February). Crafting a Message in Dual Language Classrooms: A Genre-Based Approach to Spanish Academic Writing Development. Professional Seminar presented at the Annual Meeting of the National Association for Bilingual Education (NABE), Dallas, TX.
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2016
Aguirre Muñoz, Z. & #Musquiz, L. (2016, November). Estrategia dinámica para el desarrollo del lenguaje académico del español escrito [Dynamic approach to develop academic language in Spanish writing] Professional workshop presented at the annual meeting of the La Cosecha Dual Language Education of New Mexico, Santa Fe, New Mexico.
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2011
Stevens, T., Harris, G., Aguirre-Muñoz, Z., Higgins, R., & *Parnell, K. (2011, April) Teacher perceptions of effective professional development strategies: Typical representations of different viewpoints. Paper presented at the annual meeting of the American Educational Research Association (AERA), New Orleans, LA.
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2010
Salazar, D., Aguirre-Muñoz, Z., & Fox, K., & *Lucas, L. R. (2010). On-line professional learning communities: Increasing teacher learning and engagement in isolated rural communities. Journal of Systemics, Cybernetics & Informatics, 8(4), 1-7. Access Paper
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2009
Aguirre-Muñoz, Z., *Park, J. E., *Amabisca, A. A., & Boscardin, C. K., (2009). Developing teacher capacity for serving ELLs’ writing instructional needs: A case for systemic functional linguistics. Bilingual Research Journal, 31. 295-322. Access Paper
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2006
*Parks, J., Aguirre-Muñoz, Z., & *Amabisca, A. (2006, January). Supporting English learner academic language development. Paper presented at the annual meeting of the National Association for Bilingual Education (NABE), Phoenix, AZ.