Examining Program Impacts in the Training of Inservice Graduate-Level Teachers of Culturally and Linguistically Diverse (CLD) Students: Adelante Perspectives

Abstract

More effective training is needed for teachers working with culturally and linguistically diverse (CLD) students in school districts throughout the United States. Based on surveys of inservice teachers and their teaching needs for CLD students in their school districts, a 4-course sequence is delivered yearly to Adelante course participants. Twelve participants who graduated from the program in 1998-1999 and 1999-2000 were assessed for the impacts of the 4 Adelante courses. The "Teacher Behavioral Outcome Assessment (TBOA)" assesses Adelante and non-Adelante teacher classroom performances with CLD students. In addition, 12 CLD teachers who did not attend the courses or graduate from the program were identified randomly and assessed with the TBOA. The results from the TBOA show the Adelante and non-Adelante teachers differ in several ways. Focused graduate level inservice courses appeared to impact teachers' classroom performances with CLD students in a number of ways. Moreover, the course design of the Adelante Project can be applied to other CLD teachers' training programs for future use.