Kindergarten Bilingual Teachers' Pedagogical Differences During ESL Block in a Randomized Controlled Trial Study

• In Event: Park Central Roundtable Session 1
  In Roundtable Session: Observing Learners and Teachers in Classroom Settings

Abstract

Using a low-inference observational instrument, we explored the direct impact of an ongoing, intensive, and structured virtual professional development (VPD) accompanying science-infused English-as-second-language (ESL) instructional intervention on teachers’ instruction among 10 Texas school districts. The virtual observations were conducted at the beginning, middle, and end of the school year during ESL block from 126 kindergarten bilingual teachers in 67 schools. Pedagogical differences between treatment and control conditions were not identified at baseline. We are analyzing round 2 and round 3 observations and anticipate a difference in the final results which have consistently found in previous years from the same longitudinal project.

Authors

• Fuhui Tong, Texas A&M University - College Station

• Beverly J. Irby, Texas A&M University - College Station

• Shifang Tang, Texas A&M University - College Station

• Rafael Lara-Alecio, Texas A&M University

• Cindy Lynn Guerrero, Texas A&M University

• Tamara Lopez, Texas A&M University - College Station

• Laura Cajiao-Wingenbach, Texas A&M University - College Station