Fidelity of Implementation in a Randomized Controlled Trial Study: The Effect of Virtual Professional Development on Bilingual Teachers

Autor/inn/en	Tang, Shifang; Tong, Fuhui; Irby, Beverly J.; Lara-Alecio, Rafael; Guerrero, Cindy
Titel	Fidelity of Implementation in a Randomized Controlled Trial Study: The Effect of Virtual Professional Development on Bilingual Teachers
Quelle	In: Bilingual Research Journal, 43 (2020) 1, S.111-124 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tang, Shifang) ORCID (Tong, Fuhui) ORCID (Irby, Beverly J.) ORCID (Lara-Alecio, Rafael) ORCID (Guerrero, Cindy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2019.1711268
Schlagwörter	Faculty Development; Bilingual Teachers; Bilingual Education; Computer Simulation; English (Second Language); Second Language Learning; Second Language Instruction; Class Activities; Comparative Analysis; School Districts; Teaching Methods; Feedback (Response); Fidelity; Program Implementation; Intervention; Oral Reading; Academic Language; Thinking Skills; Literacy; Language Acquisition; Teacher Certification; Native Language; Classroom Observation Techniques; Classroom Communication; Teacher Student Relationship; Student Participation; Story Reading; Teacher Attitudes; Texas + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Computergrafik; Computersimulation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; School district; Schulbezirk; Teaching method; Lehrmethode; Unterrichtsmethode; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Denkfähigkeit; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachaneignung; Spracherwerb; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerverhalten
Abstract	Using a low-inference observation instrument, we investigated the effect of an ongoing, intensive, and structured virtual professional development (VPD) based on the fidelity of implementation (FOI) across treatment and control conditions in a randomized controlled trial validation study implemented in 116-bilingual classrooms in seven Texas school districts. Virtual observations were collected three times at the beginning, middle, and end of the school year. Both quantitative and qualitative results indicated that VPD significantly impacted bilingual teachers' fidelity of implementation. Treatment teachers outperformed teachers in control condition in the areas of student involvement, leveled questioning, applying ESL strategies, providing affective and cognitive feedback, and presenting more English material to encourage English learners to participate in classroom activities. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01