Title

EFL Professional Development in Cross-Cultural Relief: Examining Effects of US Frameworks on Teacher Practice in México

Department

Educational Leadership

Document Type

Article

Publication Date

4-2005

Abstract

First-year research conducted by the authors of a 3-year, cross-cultural, professional development project involving English-as-a-Foreign Language (EFL) teachers at a private pre-K-12 school in central Mexico. Findings indicate that key elements of the integrative-systematic approach - developed to respond to the combined need for equity and quality schooling within the highly diversified and differentially performing student populations in U.S. public schools - had positive effects on EFL teachers and students within the school.

Journal

Journal of Hispanic Higher Education

Journal ISSN

1538-1927

Volume

4

Issue

2

First Page

134

Last Page

148

Digital Object Identifier (DOI)

10.1177/1538192704273860