Exploring Barriers to Early Childhood Teachers' Implementation of a Supplemental Academic Language Curriculum

Autor/inn/en	Zucker, Tricia A.; Jacbos, Erin; Cabell, Sonia Q.
Titel	Exploring Barriers to Early Childhood Teachers' Implementation of a Supplemental Academic Language Curriculum
Quelle	In: Early Education and Development, 32 (2021) 8, S.1194-1219 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zucker, Tricia A.) ORCID (Cabell, Sonia Q.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1839288
Schlagwörter	Barriers; Preschool Teachers; Academic Language; Curriculum Implementation; Behavior Change; Kindergarten; Teacher Attitudes; Coaching (Performance); Memory; Attention Control; Evidence Based Practice; Fidelity; Teaching Methods; Intervention; Faculty Development; Teacher Motivation; Language Skills; Pedagogical Content Knowledge; Self Efficacy; English Instruction; Language Acquisition + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Lehrerverhalten; Gedächtnis; Aufmerksamkeitstest; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Sprachkompetenz; Pädagogische Kompetenz; Self-efficacy; Selbstwirksamkeit; English langauage lessons; Englischunterricht; Sprachaneignung; Spracherwerb
Abstract	Research Findings: This study used the Theoretical Domains Framework (TDF) to examine barriers to teachersâ€™ implementation of a supplemental academic language curricula. Despite high satisfaction with this scripted curriculum, three past studies indicated heterogeneity in teachersâ€™ fidelity of implementing the curriculum as well as difficulty going off script. Thus, our goal was to identify barriers to fidelity of implementation and map these onto possible behavior change techniques. Participants included 175 teachers from pre-kindergarten and kindergarten classrooms. We used mixed-method approaches that included surveys, focus groups, and interviews with teachers and their coaches. The most salient barriers to fidelitious implementation were: competing priorities for instructional time as well as limited teacher knowledge and skills. For some teachers, other barriers included difficulty changing habits, challenges with memory and attention processes, or lack of fit when the curriculum was used with populations beyond the designed scope. Practice or Policy: To understand why teachers may not consistently implement evidence-based curricula with fidelity, we explain steps other education researchers can use to apply the TDF and insights from the field of implementation sciences. We provide sample TDF survey questions and suggestions to help educators and researchers systematically revise the theory of change for curricular interventions. [For the grantee submission, see ED612067.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01