Fostering Classroom-Level Engagement for Culturally and Linguistically Diverse Students

• In Event: Honoring What They Bring: Preparing Teachers to Center and Sustain Students' Backgrounds, Cultures, and Experiences

Abstract

This paper reports results from a teacher professional development (PD) project that aimed to increase secondary teachers’ understanding of and engagement practices at the classroom-level with their culturally and linguistically diverse students. One-half of participating teachers were randomly assigned to a treatment condition that provided job-embedded instructional coaching to support implementation of PD content. Using an integrated analytical framework that combines traditional engagement constructs (affective, behavioral, and cognitive) with a transactional approach to student engagement, we provide results from analyses that examined changes in teachers’ practices over time (up to two years) and differences between coached and uncoached teachers’ instructional changes.

Authors

• Mary A. Avalos, University of Miami
  Presenting Author

• Wendy Morrison-Cavendish, University of Miami
  Presenting Author