2026-09-20T12:22:07Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/79891 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Cheryl Davis Bullock Sariol, Ruben 2015-09-25T19:54:23Z 2015-09-25T19:54:23Z 10000-01-01 2005 2005 A major finding indicates a significant relationship between the type of professional development activities and teachers' and lead teachers' self-reported level of technology integration into their ESL curriculum at the practical level. One derivate conclusion is that ESL teachers in Chicago Public Schools participated in professional development activities that addressed their professional needs. The primary recommendation of this study is to enhance current professional development activities in CPS to include ESL teachers' input, among other components that play a decisive role in the level of technology integration into the ESL curriculum. Made available in DSpace on 2015-09-25T19:54:23Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3202167.pdf: 2312697 bytes, checksum: 02299d7d0324c9d976ce3b4b4838824a (MD5) Previous issue date: 2005 Embargo set by: Seth Robbins for item 81173 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 111 p. Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2005. http://hdl.handle.net/2142/79891 (MiAaPQ)AAI3202167 eng Education, Teacher Training Technology Integration in English as Second Language Curriculum Through Professional Development text Education Education University of Illinois at Urbana-Champaign Dissertation Ed.D.