Teachers' voices in program evaluation and improvement: A case study of a TESOL program

Sandra H. Fradd, Okhee Lee

Research output: Contribution to journalArticle

Abstract

In spite of the many ways that schools have changed to accommodate students not yet proficient in English, obstacles still exist that limit students' opportunities to receive adequate instruction. This paper describes the role of evaluation in developing a program to prepare Teachers of English to Speakers of Other Languages (TESOL). The teachers' voices presented in this paper suggest the importance of considering their contributions in refining and improving teacher preparation programs. Implications for on-going program evaluation and improvement are discussed.

Original languageEnglish (US)
Pages (from-to)563-577
Number of pages15
JournalTeaching and Teacher Education
Volume13
Issue number6
DOIs
StatePublished - Aug 1997

ASJC Scopus subject areas

  • Education

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