Campus Location

Dallas Campus (Online)

Date of Award



Document Type



Organizational Leadership

Degree Name

Doctor of Education

Committee Chair or Primary Advisor

Amy Barrios

Second Committee Member or Secondary Advisor

Christie Bledsoe

Third Committee Member or Committee Reader

Ana Gomez de Torres


Abstract This study explored the effect of developing teachers to teach English language learners (ELLs) through strategic professional development utilizing interactive notebooks to enhance the academic achievement of ELLs. Students trying to learn English as a foreign language need extra language support. For this reason, their teachers should be trained to teach them using various tools, such as interactive notebooks. The action research studied two focus areas dealing with ELLs, which included (a) preparing teachers to teach ELLs who face learning English and content area learning and (b) the use of interactive notebooks and their impact on ELLs’ academic growth. Exploring professional development and how it enhances teachers’ instruction while using these journaling methods could improve the academic performance of ELLs in reading, writing, listening, and speaking and add to the depth of educational research regarding academic advancement. Teachers who participated in the study attended two focus groups, one at the beginning of the study and one at the end, and participated in professional development training that addressed how to use interactive notebooks, classroom instruction observations, and feedback sessions with the researcher. Keywords: ELL (English language learner), journaling, notebooks, ESL (English as a second language), curriculum, strategies

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.



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