experiences with the pillar practices (i.e., teaming, mentoring, assuming leadership roles, and collegial inquiry) within the learning-oriented leadership model (Drago-Severson, 2004b, 2009, 2012 forthcoming). Finally, delve into my third area of inquiry, exploring the cultural dimensions of professional learning spaces for teachers of English learners. Before moving to the first section of the chapter on adaptive teaching challenges, I present the conceptual framework that guides the study and emerged through an iterative process of engaging with the literature review, research questions, goals, methods, and validity (Maxwell, 2005). My study focuses on the experiences of teachers of EL students engaging in the learning-oriented leadership model (Drago-Severson, 2004b, 2009, 2012 forthcoming), and my research questions focus on three areas of teacher experience: 1) adaptive teaching challenges, 2) the pillar practices (i.e., teaming, mentoring, assuming leadership roles, and collegial inquiry), and 3) the influences of cultural background as represented in Figure 3 below. Figure 3 highlights the central focus of my dissertation: the experiences of teachers of English learners. I have divided the general focus of teachers of English learners’ experiences into three sub-topics: adaptive teaching challenges, pillar practices (i.e., teaming, mentoring, assuming leadership roles, and collegial inquiry), and influences of cultural background. Each sub-topic is given equal weight, and each represents a different research question in my study. As I interview teachers who work within the context of the learning-oriented leadership model 2004b, 2009, 2012 forthcoming) in urban schools, I will use this conceptual framework to guide my data collection and analysis. The ultimate goal of my study is to yield an understanding able to influence and improve practice and offer tentative hypotheses to help structure future research in the area of professional learning spaces that help teachers grow to better meet the adaptive teaching challenges in their work with English learners.
experiences with the pillar practices (i.e., teaming, mentoring, assuming leadership roles, and collegial inquiry) within the learning-oriented leadership model (Drago-Severson, 2004b, 2009, 2012 forthcoming). Finally, delve into my third area of inquiry, exploring the cultural dimensions of professional learning spaces for teachers of English learners. Before moving to the first section of the chapter on adaptive teaching challenges, I present the conceptual framework that guides the study and emerged through an iterative process of engaging with the literature review, research questions, goals, methods, and validity (Maxwell, 2005). My study focuses on the experiences of teachers of EL students engaging in the learning-oriented leadership model (Drago-Severson, 2004b, 2009, 2012 forthcoming), and my research questions focus on three areas of teacher experience: 1) adaptive teaching challenges, 2) the pillar practices (i.e., teaming, mentoring, assuming leadership roles, and collegial inquiry), and 3) the influences of cultural background as represented in Figure 3 below. Figure 3 highlights the central focus of my dissertation: the experiences of teachers of English learners. I have divided the general focus of teachers of English learners’ experiences into three sub-topics: adaptive teaching challenges, pillar practices (i.e., teaming, mentoring, assuming leadership roles, and collegial inquiry), and influences of cultural background. Each sub-topic is given equal weight, and each represents a different research question in my study. As I interview teachers who work within the context of the learning-oriented leadership model 2004b, 2009, 2012 forthcoming) in urban schools, I will use this conceptual framework to guide my data collection and analysis. The ultimate goal of my study is to yield an understanding able to influence and improve practice and offer tentative hypotheses to help structure future research in the area of professional learning spaces that help teachers grow to better meet the adaptive teaching challenges in their work with English learners.
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