Convention Center, Level Two, Exhibit Hall D, Section B
Practitioners have been widely employing sheltered instruction as a professional development approach in the U.S. to help teachers improve the language proficiency and content knowledge of their English learners. However, research on the efficacy of sheltered instruction professional development is still in its infancy, and no literature review exists on the topic.
This paper presents findings from a literature review that investigated the relationship between professional development in sheltered instruction and teacher implementation of sheltered instruction, and explores whether teacher implementation of the professional development leads to improved achievement outcomes for English learners. The paper discusses implications from this literature review for future studies on the impact of sheltered instruction.