Author ORCID Identifier
Date Available
8-1-2024
Year of Publication
2024
Document Type
Doctoral Dissertation
Degree Name
Doctor of Philosophy (PhD)
College
Education
Department/School/Program
STEM Education
Advisor
Dr. Cindy Jong
Abstract
As the number of Multilingual Learner (ML) students attending public schools rises, so does the demand for those who can teach them. Research shows that due to the existence of gaps between different types of knowledge, theory, and practice, the results of teacher preparation programs are often fragmented and do not fully benefit participating teachers (Ball, 2000). To address these gaps, a Professional Development (PD) framework, called PrimeD (Professional Development, Research, IMplementation, and Evaluation) has been proposed. It organizes PD for preservice teachers into four phases of Design, Implementation, Evaluation, and Research, and works in a cyclic nature to provide a coherent structure to PD activities. The purpose of my study is to examine possible benefits of PrimeD on secondary mathematics preservice teachers and their reflection on instructional practices that are meant to engage ML students.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2024.275
Funding Information
This study was supported by the National Science Foundation Award #2013250 (PrimeD: Professional Development: Research, Implementation, and Evaluation)
Recommended Citation
Zareie, Parastoo, "ENGAGING MULTILINGUAL LEARNERS IN MATHEMATICS LEARNING" (2024). Theses and Dissertations--Education Sciences. 141.
https://uknowledge.uky.edu/edsc_etds/141
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Secondary Education Commons, Teacher Education and Professional Development Commons
