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Bridging the Knowledge Gap: Professional Development Connecting Educators and Caregivers of Multilingual Learners

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Title: Bridging the Knowledge Gap: Professional Development Connecting Educators and Caregivers of Multilingual Learners
Language: English
Authors: Mihaela Gazioglu, Emily Howell, Rebecca Kaminski, Victoria Pennington, Nicole Ferguson-Sams, Kavita Mittapalli, Amlan Banerjee
Source: Journal for Multicultural Education. 2025 19(4):415-432.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Sponsoring Agency: Office of English Language Acquisition (OELA) (ED)
Contract Number: T365Z210089
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Elementary School Teachers, Secondary School Teachers, Multilingualism, English Learners, Administrators, Child Caregivers, Faculty Development, Teacher Attitudes, Administrator Attitudes, Culturally Relevant Education, Parent School Relationship, Educational Strategies, Teaching Experience, Student Diversity, Teaching Methods
DOI: 10.1108/JME-09-2024-0122
ISSN: 2053-535X
Abstract: Purpose: The purpose of this paper is to examine the professional growth of a cohort of teachers working with multilingual learners (MLs) during an MEd program and their recommendations for the development of a literacy course for ML caregivers. In addition, this study explores whether the school district capacity supports teacher growth, as reflected through district representatives' feedback. Design/methodology/approach: This design-based research study, informed by the culturally relevant pedagogy and dual capacity building frameworks, explores 30 in-service K-12 teachers and 11 district representatives. Data were collected through semestrial surveys and research logs over two years using mixed methods. Researchers address the following questions: How do teachers conceptualize ML caregiver support based on their professional development (PD)? and How do school district representatives' perspectives for supporting ML caregivers align with teachers' professional growth? Findings: Findings revealed that teacher recommendations evolved, increasingly emphasizing student-centered and culturally relevant approaches, indicating the PD's positive impact. They also gained confidence in offering suggestions for an ML caregiver literacy course. District representatives offered fewer suggestions, echoing some teachers feedback, but also exhibited deficit perspectives. Originality/value: This study addresses a gap in research by highlighting teachers' visions for supporting ML caregivers and how their new knowledge informs their recommendations. Findings provide insights into the needs for PD design for teachers and district representatives, as well as what they perceive as successful learning experiences for ML caregivers.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497100
Database: ERIC
FullText Text:
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  Data: Bridging the Knowledge Gap: Professional Development Connecting Educators and Caregivers of Multilingual Learners
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  Data: <searchLink fieldCode="AR" term="%22Mihaela+Gazioglu%22">Mihaela Gazioglu</searchLink><br /><searchLink fieldCode="AR" term="%22Emily+Howell%22">Emily Howell</searchLink><br /><searchLink fieldCode="AR" term="%22Rebecca+Kaminski%22">Rebecca Kaminski</searchLink><br /><searchLink fieldCode="AR" term="%22Victoria+Pennington%22">Victoria Pennington</searchLink><br /><searchLink fieldCode="AR" term="%22Nicole+Ferguson-Sams%22">Nicole Ferguson-Sams</searchLink><br /><searchLink fieldCode="AR" term="%22Kavita+Mittapalli%22">Kavita Mittapalli</searchLink><br /><searchLink fieldCode="AR" term="%22Amlan+Banerjee%22">Amlan Banerjee</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+for+Multicultural+Education%22"><i>Journal for Multicultural Education</i></searchLink>. 2025 19(4):415-432.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
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  Data: 18
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  Data: 2025
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  Data: Office of English Language Acquisition (OELA) (ED)
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Administrators%22">Administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Caregivers%22">Child Caregivers</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+School+Relationship%22">Parent School Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/JME-09-2024-0122
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  Data: 2053-535X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The purpose of this paper is to examine the professional growth of a cohort of teachers working with multilingual learners (MLs) during an MEd program and their recommendations for the development of a literacy course for ML caregivers. In addition, this study explores whether the school district capacity supports teacher growth, as reflected through district representatives' feedback. Design/methodology/approach: This design-based research study, informed by the culturally relevant pedagogy and dual capacity building frameworks, explores 30 in-service K-12 teachers and 11 district representatives. Data were collected through semestrial surveys and research logs over two years using mixed methods. Researchers address the following questions: How do teachers conceptualize ML caregiver support based on their professional development (PD)? and How do school district representatives' perspectives for supporting ML caregivers align with teachers' professional growth? Findings: Findings revealed that teacher recommendations evolved, increasingly emphasizing student-centered and culturally relevant approaches, indicating the PD's positive impact. They also gained confidence in offering suggestions for an ML caregiver literacy course. District representatives offered fewer suggestions, echoing some teachers feedback, but also exhibited deficit perspectives. Originality/value: This study addresses a gap in research by highlighting teachers' visions for supporting ML caregivers and how their new knowledge informs their recommendations. Findings provide insights into the needs for PD design for teachers and district representatives, as well as what they perceive as successful learning experiences for ML caregivers.
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  Data: 2026
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  Data: EJ1497100
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        Value: 10.1108/JME-09-2024-0122
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      – Text: English
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        PageCount: 18
        StartPage: 415
    Subjects:
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: English Learners
        Type: general
      – SubjectFull: Administrators
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      – SubjectFull: Child Caregivers
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      – SubjectFull: Faculty Development
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      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Administrator Attitudes
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      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: Parent School Relationship
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      – SubjectFull: Educational Strategies
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      – SubjectFull: Teaching Experience
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      – SubjectFull: Student Diversity
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      – SubjectFull: Teaching Methods
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      – TitleFull: Bridging the Knowledge Gap: Professional Development Connecting Educators and Caregivers of Multilingual Learners
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