A Comparison Study of Teachers' Pedagogical Practices in Online and In-Person Classes

• In Event: Sheraton Roundtable Session Sixteen
  In Roundtable Session: Measuring Mathematics and Science Instruction Using Classroom Observations (Table 7)

Abstract

Using a low-inference observational instrument, we explored the differences between online and in-person delivery of a literacy-infused science (LIS) curriculum intervention on Grade 3 teachers’ observed time allocation in a randomized controlled trial validation study. Teachers received ongoing, intensive, and structured virtual professional development and virtual mentoring and coaching. The observations were collected at the beginning and end of a four-week intervention from 35 teachers in 27 schools from 24 school districts across Texas during the school year 2021-2022. Preliminary findings revealed pedagogical differences in time allocation among teachers between online and in-person delivery of LIS. Implications were further discussed.

Authors

• Shifang Tang, Texas A&M University - Commerce
  Presenting Author

• Rafael Lara-Alecio, Texas A&M University
  Presenting Author

• Fuhui Tong, Texas A&M University
  Non-Presenting Author

• Cindy L. Guerrero, Texas A&M University
  Presenting Author

• Henan Zhang, Texas A&M University
  Presenting Author

• Shuai Ma, Texas A&M University
  Presenting Author

• Ying Xu, Texas A&M University
  Presenting Author

• Beverly J. Irby, Texas A&M University
  Non-Presenting Author