Bilingual teachers' application of cooperative, collaborative, and peer-tutoring strategies in teaching cognitive content in a randomized control study

被引：2

作者：

Tang, Shifang ^{[1
,2
]}

Tong, Fuhui ^{[1
,2
]}

Lara-Alecio, Rafael ^{[1
,2
]}

Irby, Beverly J. ^{[2
,3
,4
]}

机构：

[1] Texas A&M Univ, Dept Educ Psychol, College Stn, TX 77843 USA

[2] Texas A&M Univ, Dept Educ Adm & Human Resource Dev, College Stn, TX 77843 USA

[3] Texas A&M Univ, Educ Leadership Res Ctr ELRC, College Stn, TX USA

[4] Texas A&M Univ, Ctr Res & Dev Dual Language & Literacy Acquisit C, College Stn, TX USA

来源：

INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM | 2022年 / 25卷 / 08期

关键词：

Classroom observation; virtual professional development; cooperative; collaborative; peer-tutoring strategies; teacher pedagogical behaviours; ENGLISH-LANGUAGE LEARNERS; PROFESSIONAL-DEVELOPMENT; KINDERGARTEN CLASSROOMS; OBSERVATION INSTRUMENTS; INTERRATER RELIABILITY; CONTROLLED-TRIAL; LITERACY; FIDELITY; OUTCOMES; IMPLEMENTATION;

D O I：

10.1080/13670050.2021.1977777

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Via a multi-domain, multi-response classroom observation instrument, we observed and analyzed treatment and control teachers' pedagogical differences when applying cooperative, collaborative, and peer-tutoring (CCP) strategies in Grade 1 bilingual classrooms with English learners (ELs). We found that with the support of ongoing, structured, and curriculum-aligned virtual professional development (VPD), treatment teachers allocated more time in engaging ELs via CCP strategies and evaluating and providing feedback to ELs. Moreover, treatment ELs had more opportunities to be involved in CCP activities that promoted dense cognitive, academic English language development.

引用

页码：2788 / 2804

页数：17