The Effect of Virtual Professional Development on Kindergarten Bilingual Teachers' Implementation Fidelity in a Randomized Study

• In Event: 35.076 - Implementation of Protocols in Classroom Observation

Abstract

We investigated the effect of an ongoing, intensive, and structured virtual professional development (VPD) on the fidelity of implementation in a randomized controlled trial (RCT) study implemented in ten Texas school districts. Virtual observations were collected three times at the beginning, middle and the end of the school year in 126 kindergarten classrooms. Results indicated that VPD had a statistically significant impact on teachers’ fidelity of implementation. Experimental teachers overperformed the teachers in control condition in areas: student involvement, level questioning, application ESL strategies, providing affective and cognitive feedback and more opportunities for students participating in reading and speaking activities.

Authors

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

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

• Rafael Lara-Alecio, Texas A&M University - College Station

• Shifang Tang, East Texas A&M University

• Cindy Lynn Guerrero, Texas A&M University - College Station

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

• Steven M. Ross, Johns Hopkins University

• Betsy Wolf, Johns Hopkins University

• Gavin Latham, Johns Hopkins University