A Culturally Responsive Coaching Model for Culturally Responsive Teaching Practices: An Early Childhood Case Study

• In Event: Roundtable Session 1
  In Roundtable Session: Issues and Trends in Early Childhood Professional Development

Abstract

Literacy is the foundation for high academic achievement and educational attainment. It is critical that young English language learners (ELLs) become proficient in literacy to facilitate later success. Teachers must have access to effective training that prepares them to work with diverse populations. The findings from a recently conducted professional development (PD) intervention study in early childhood education are reported. Study findings suggest that PD that is responsive to teachers’ needs, strengths, and interests is a promising approach for providing culturally and linguistically responsive instruction to ELLs. The content and approach of the PD intervention developed in this study could serve as a model for future large-scale studies that could promote evidence-based instructional practices and inform future education policy efforts.

Authors

• Icela Pelayo, University of Southern California

• Diane Nevárez, University of Southern California

• Xiomara Mateo-Gaxiola, University of Southern California

• Gisele Ragusa, University of Southern California

• Robert S. Rueda, University of Southern California