I am an educator with expertise in curriculum and instructional design, faculty development, English language teaching, instructional technology, qualitative research, and global initiatives. I believe a healthy balance of these areas advance my career objective to develop traditional, blended, and online teacher education programs through research-informed practices. As a researcher, I am contributing to the teaching and learning community by investigating more deeply into professional and culture learning of teachers and their online communities of practice. If you are interested in learning more about my professional background, I encourage you to explore this site.
Slagoski, J. (2019). Professional learning practices of an online community of English language teachers. Contemporary Issues in Technology and Teacher Education, 19(1). https://www.citejournal.org/volume-19/issue-1-19/current-practice/professional-learning-practices-and-beliefs-of-an-online-community-of-english-language-teachers/
Slagoski, J. (2018). Culture learning of sojourning English language teachers. Korea TESOL Journal, 14(1). https://koreatesol.org/content/korea-tesol-journal-14-1
Slagoski, J. D. (2017). Article review: Jeon, E.-Y. & Day, R.R. (2016). Extensive Reading in Japan, 10(1). http://hosted.jalt.org/er/sites/jalt.org.er/files/ERJ/erj_issue_10.1.pdf
Slagoski, J. (2014). The adjustment process of sojourning English language teachers (Doctoral dissertation). Retrieved from UMI/ProQuest at http://ir.uiowa.edu/etd/1397/
Slagoski, J. (2009). Practice what you preach. English Teaching Professional, 64, September 2009, pages 34-36. ETProfessional.
Slagoski, J. (2007). Practicum: microteaching for non-native speaking teacher trainees. English Teaching Forum, volume 45, number 4, page 23. https://americanenglish.state.gov/files/ae/resource_files/07-45-4-f.pdf