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Bilingual teachers’ application of cooperative, collaborative, and peer-tutoring strategies in teaching cognitive content in a randomized control study
International Journal of Bilingual Education and Bilingualism ( IF 3.165 ) Pub Date : 2021-09-23 , DOI: 10.1080/13670050.2021.1977777
Shifang Tang 1, 2 , Fuhui Tong 1, 2 , Rafael Lara-Alecio 1, 2 , Beverly J. Irby 2, 3, 4
Affiliation  

ABSTRACT

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.



中文翻译:

双语教师在随机对照研究中应用合作、协作和同伴辅导策略教授认知内容

摘要

通过多领域、多响应的课堂观察工具,我们观察和分析了在有英语学习者 (EL) 的一年级双语课堂中应用合作、协作和同伴辅导 (CCP) 策略时,治疗和控制教师的教学差异。我们发现,在持续、结构化和与课程一致的虚拟专业发展 (VPD) 的支持下,治疗教师分配了更多时间通过 CCP 策略与 EL 互动,并评估并向 EL 提供反馈。此外,治疗 EL 有更多机会参与促进密集认知、学术英语语言发展的 CCP 活动。

更新日期:2021-09-23
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