“Doing What Works” for Transition Kindergarten Dual Language Learners: A Focus on Effective Classroom Practices for Dialogic Reading

• In Event: Crossing the Divide: Integrating Doing What Works Resources Into Professional Learning—Results From Four Implementation Projects

Abstract

The goal of the Doing What Works Implementation Award for Transition Kindergarten (TK) Dual Language Learners was to increase effective second language teaching practices for dual language learners (DLLs) in (TK) classrooms. In a pilot of the statewide implementation of the Kindergarten Readiness Act of 2010, (SB 1381), a large metropolitan school district in California launched the TK program at 36 elementary schools. Forty TK teachers and coaches participated in six professional development sessions on Dialogic Reading (DR) with DLLs during a six-month time span. The study examined differences in degree of implementation of DR practices in 23 TK teachers’ classrooms and whether there were differences in implementation with or without coaching support in 13 of those classrooms.


Two theoretical perspectives were used in this study: 1) teacher learning theory that contends that professional learning is practice-based (Ball & Cohen, 1999) and 2) the knowledge utilization model by Hood (2002), defined as “a fluid set of understandings shaped both by those who originate it and by those who use it.”(p. 23).


A quasi-experimental design was used with a comparison group to evaluate changes in teaching practices with and without coaching support as measured by the Observation Protocol for Academic Literacies (OPAL©) (Lavadenz, Armas, & Lim, 2011; Lavadenz & Armas, 2010), an 18-item likert scale classroom measure. The OPAL and Dialogic Reading practices were aligned to local context needs. We conducted t-tests to determine the significance between the teachers receiving coaching support and those who did not.


Data sources were: 24 participant surveys on knowledge of dialogic reading practices prior to and after the professional development sessions; 23 classroom observations using the OPAL (now aligned with DR strategies), documenting evidence of TK teachers’ implementation of dialogic reading practices; and 4 coaches’ reflections on the use of DWW resources. We collected 3 video samples of teachers’ use of DR.


As full implementation of the Transitional Kindergarten programs to over 500 classrooms is scheduled to begin in 2014, insights from the DWW Dialogic Reading Professional Development surveys and classroom observations indicate that initial implementation of dialogic reading supported TK teachers’ development of knowledge and practices with dual language learners; however the vast majority of respondents and classroom observations indicated that: 1) more time was needed to fully integrate dialogic reading practices into routine instruction; 2) more support is required to enhance teacher learning of practices (coaching, through video, demonstration, or peer observation).


Findings reveal that increased knowledge of dialogic reading practices for TK teachers did occur. These findings have several implications:
-The duration and intensity of professional development impacts depth of teacher learning and confidence
-Professional development with DR “situated in practice” seems to enhance teacher learning of the strategies
-Guided feedback using evidence from the OPAL has an important role in teachers’ implementation and support
-Increasing teachers’ implementation of research-based practices implies flexibility in professional development and observations of diverse student learning needs.

Authors

• Magaly Lavadenz, Loyola Marymount University

• Elvira Garcia Armas, Loyola Marymount University