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Investigating Instructional Practices, Supports, and Learning for Dual Language Learners in PKA Classrooms

Start Date January 2017 End Date February 2020
Keywords dual language learners quality

Description

This study examines the instructional practices and supports provided to Dual Language Learners (DLLs) by the teaching teams in different types of New York City Universal Prekindergarten (NYC UPK) classrooms from low, medium, and high-resourced with varying concentrations of DLLs. Profiles of teacher and staff characteristics, DLL characteristics, teacher and child match or mismatches in language backgrounds, interactions, supports or lack of supports for meeting the needs of DLLs will all be described in great detail. In particular, teacher child interactions, instructional practices, and supports for the development of home language and English will be documented through a cross-sectional descriptive study.

Design

Participants: 

  • Lead teachers
  • Assistant teachers
  • Teachers’ aides
  • Paraprofessionals
  • Program leaders  

 

Sampling Strategy:

Stratified random sampling method in drawing 50 classrooms from the designated community districts with varied resource provision and concentrations of DLLs. The stratification variables will include resource provision (limited-, moderately-, and highly-resourced), school SES (percentage of low- medium-, and high-income families), program delivery model (Public School, and NYCEEC), and concentration of DLLs in the classroom (low is defined as less than 20%, medium 20% to 49%, and high 50% and more). Descriptive quantitative design with the use of multiple sources of data.

 

Data Collection:

Sources: Aspire, NYC DOE, and individual program sites. Additional programmatic data using direct classroom observations, teacher self-report and survey questionnaires.

Instruments: CLASS, CASEBA, and SASEBA

Survey questionnaires will be used to gather structural and contextual features of each UPK classroom and program and also focus on the educational preparation, professional credentials, in-service training and ongoing supports that program staff have received to work with DLLs.

 

Researchers

Tiedan Huang, Ed.D., Visiting Assistant Professor, Educational Leadership, Administration, and Policy Program, Graduate School of Education

Virginia Roach, Ed.D., Dean, Graduate School of Education

Chun Zhang, Ph.D., Professor, Curriculum and Teaching Program, Graduate School of Education

Contributing Institutions

Fordham University

Resources

Authored December 2019
Authors

Tiedan Huang, Chun Zhang, & Caitlin Coe

Institutions Fordham University
Type Presentation

This presentation was given at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The presentation previews key findings from the study of Classroom Quality and Support for Dual Language learners in New York City.

Authored December 2019
Authors

Tiedan Huang, Chun Zhang, & Caitlin Coe

Institutions Fordham University
Type Presentation

This poster was given at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The poster previews key findings from the study of Classroom Quality and Support for Dual Language learners in New York City.

Authored December 2019
Authors

Tiedan Huang, Chun Zhang, & Caitlin Coe

Institutions Fordham University
Type Presentation

This handout was given at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The handout previews key findings from the study of Classroom Quality and Support for Dual Language learners in New York City.