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.

中文翻译：

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随机对照试验研究中的实施保真度：虚拟专业发展对双语教师的影响

摘要 我们使用低推理观察仪器，在一项随机对照试验验证研究中，基于跨治疗和控制条件的实施保真度 (FOI) 调查了持续、密集和结构化的虚拟专业发展 (VPD) 的影响。德克萨斯州七个学区的 116 间双语教室。在学年开始、中期和结束时收集了 3 次虚拟观察。定量和定性结果都表明 VPD 显着影响了双语教师的实施保真度。在学生参与、水平提问、应用 ESL 策略、提供情感和认知反馈、