Betsy Eckton, EdD, has recently retired from 30 years of full-time work as an educator serving in many roles in the public schools. For 29 of those 30 years, she was employed in Title I schools, where she enjoyed working with diverse student populations, and where her passion grew for teaching English language learners. How ESL endorsed teachers access networks of professional support was the focus of Betsy’s dissertation research. She has facilitated the ESL endorsement courses for the past 20 years, and looks forward to continuing this work during her “retirement.” At home, her family enjoys regularly speaking in three languages. She also serves on the boards of multiple non-profit organizations, and enjoys working with educational projects in developing nations, where she and her husband relish developing and practicing their language skills.
Dr. Bohdana Allman is an educator, researcher, and learning experience designer. Her work focuses on designing and implementing online collaborative teacher professional development grounded in sociocultural principles and communities of practice. Her research interests include actively engaging learners from diverse backgrounds, facilitating close collaboration and dialogue within professional communities, integrating learning with practice, and fostering reflection.
Annela Teemant is Professor of Second Language Education (Ph.D., Ohio State University, 1997) at Indiana University-Purdue University Indianapolis. Her scholarship focuses on developing, implementing, and researching applications of critical sociocultural theory and practices to the preparation of K-12 teachers of English Language Learners. Specifically, she has collaboratively developed and researched the Six Standards Instructional Coaching Model and pedagogy. She has been awarded five U.S. Department of Education grants focused on ESL teacher quality. She has authored more than 30 multimedia teacher education curricula and video ethnographies of practice and published in Teaching and Teacher Education, Urban Education, Teachers College Record, and Language Teaching Research. Her work describes how to use pedagogical coaching to radically improve the conditions of learning needed for multilingual learners. She has also taught adult intensive English in the United States, Finland, and Hungary.
Stefinee E. Pinnegar
A St. George native, Dr. Pinnegar graduated from Dixie College (now DSU) and Southern Utah State (now SUU). She taught on the Navajo Reservation then completed an M.A. in English at BYU. She taught for 5 years in Crawfordsville, Indiana. She then completed a PhD in Educational Psychology at the University of Arizona (1989). She was faculty at Western Michigan University in Kalamazoo, before coming to BYU. She helped develop and now directs the TELL program. She is Acting Dean of Invisible College for Research on Teaching, a research organization that meets yearly in conjunction with AERA. She is a specialty editor of Frontiers in Education's Teacher Education strand with Ramona Cutri. She is editor of the series Advancements in Research on Teaching published by Emerald Insight. She has received the Benjamin Cluff Jr. award for research and the Sponsored Research Award from ORCA at BYU. She is a founder of the Self-Study of Teacher Education Practices research methdology. She has published in the Journal of Teacher Education, Ed Researcher, Teachers and Teaching: Theory and Practice and has contributed to the handbook of narrative inquiry, two international handbooks of teacher education and two Self-Study of Teaching and Teacher Education Practices handbooks. She reviews for numerous journals and presents regularly at the American Educational Research Association, ISATT, and the Castle Conference sponsored by S-STTEP.