Teachers' Use of High- and Low-Support Scaffolding Strategies to Differentiate Language Instruction in High-Risk/Economically Disadvantaged Settings

Autor/inn/en	Pentimonti, Jill M.; Justice, Laura M.; Yeomans-Maldonado, Gloria; McGinty, Anita S.; Slocum, Laura; O'Connell, Ann
Titel	Teachers' Use of High- and Low-Support Scaffolding Strategies to Differentiate Language Instruction in High-Risk/Economically Disadvantaged Settings
Quelle	In: Journal of Early Intervention, 39 (2017) 2, S.125-146 (22 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815117700865
Schlagwörter	Scaffolding (Teaching Technique); Individualized Instruction; Preschool Teachers; Preschool Children; Language Skills; Language Tests; Native Language Instruction; Preschool Education; Economically Disadvantaged; Lesson Plans; Observation; Regression (Statistics); Statistical Analysis; Hierarchical Linear Modeling; Ohio; Virginia; West Virginia; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Language skill; Sprachkompetenz; Language test; Sprachtest; Native language education; Muttersprachlicher Unterricht; Lesson planning; Unterrichtsplanung; Beobachtung; Regression; Regressionsanalyse; Statistische Analyse
Abstract	The focus of the present work was to examine teachers' use of dynamic processes when implementing static language lesson plans that explicitly required teachers to employ scaffolding strategies so as to differentiate instruction. Participants were 37 preschool teachers and 177 children in their classrooms. Videotaped classroom observations were carried out and coded for the frequency of teachers' use for six types of scaffolds. Children were assessed on measures of language skills. Study findings indicated that teachers utilized scaffolding strategies at relatively low rates and that they utilized low-support scaffolding strategies more frequently than high-support strategies. Furthermore, results suggested that the use of certain types of scaffolding strategies may be beneficial for children's development of language skills. Findings from this work suggest that teachers may benefit from professional development opportunities focusing on the use of dynamic features of language interventions, such as scaffolding strategies, in the preschool classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01