Toward a Theory of Generative Change: In Culturally and Linguistically Complex Classrooms

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Abstract/Contents

Abstract: This article situates the preparation of teachers to teach in culturally and linguistically complex classrooms in international contexts. It investigates long-term social and institutional effects of professional development and documents processes that facilitate teachers' continued learning. Data from a decade-long study of U.S. and South African teachers supported a model of generative change that explained how professional development could be internalized by teachers, subsequently serving as a heuristic to help them organize their individual programs of instruction. Drawing primarily on two case studies, this article documents teachers' development of generative knowledge and illustrates how they drew on that knowledge in thinking about students and teaching. The results were to facilitate generative thinking on the part of their students as well.

Type of resource	text
Date created	2009

Author	Ball, Arnetha
Publisher	American Educational Research Association

Subject	culturally and linguistically complex classrooms
Subject	generative change
Subject	professional development
Subject	writing as a pedagogical tool
Genre	Article

Related Publication	Ball, A. (2009). Toward a theory of generative change: In culturally and linguistically complex classrooms. American Educational Research Journal, 46(1).
Location	https://purl.stanford.edu/xf441kz3923

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License: This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).

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