Bilingual Teachers' Application of Cooperative/Collaborative/Peer-Tutoring Strategies in Teaching CALP in a Randomized Control Study

• In Event: 47.065 - Advances in Cooperative Learning Theory and Research

Abstract

Via a low-inference classroom observation instrument, we observed and analyzed pedagogical differences between 38 treatment teachers and 39 control teachers when Cooperative/Collaborative/Peer-tutoring (CCP) strategy was applied in Grade 1 classrooms with English learner. We observed that with the support of the curriculum-based virtual professional development (VPD), treatment teachers spent more time in engaging ELs in learning activities where CCP strategy was involved and in evaluating and providing feedback to ELs. Moreover, treatment ELs were more frequently involved in dense cognitive content learning via CCP activities.

Authors

• Shifang Tang, East Texas A&M University

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

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

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