Discourse Analysis in Preschool After Participation in an Online Professional Development Training

• In Event: AERA Poster Session 5
  In Poster Session: Early Childhood Workforce Issues

Abstract

This study examines changes in classroom discourse after teachers’ participation in the Conversation Compass© professional development intervention, which focuses on facilitating conversations with culturally and linguistically diverse (CALD) learners. Ten Head Start teachers were videotaped during pre- and post-intervention group conversations (N=40). Comparisons of pre- and post-intervention transcripts revealed that many aspects of joint conversations changed, including a higher proportion of child-to-teacher turns at post-intervention. Results suggest that teacher practices and children’s linguistic productivity can be targeted to improve features of joint conversations, happening in classrooms during whole- and small-groups. Additional analyses will consider changes in teachers’ use of cognitively challenging questions and mental state talk as well as equitable teacher-child conversation practices.

Authors

• Stephanie Michelle Curenton, Boston University

• Jacqueline Sims, Boston University

• Shana E. Rochester, University of Maryland, Baltimore County

• Niya Adlersberg, Boston University

• Sabrina Huang, Boston University

• Euri Kim, Boston University