Competing priorities for instructional time (environmental context) was the most salient barrier to teachers' implementation of a supplemental language curriculum¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2024: local conditions change quickly

Subclaims¶

q2 i? Environmental context and resources, especially competing demands on instructional time, was identified as a barrier by 71.88% of coaches and was the most coded qualitative theme. → Tricia A. Zucker 2021

Evidence¶

Tricia A. Zucker 2021¶

Tricia A. Zucker, Erin Jacbos & Sonia Q. Cabell (2021). Exploring Barriers to Early Childhood Teachers' Implementation of a Supplemental Academic Language Curriculum. Early Education and Development. https://doi.org/10.1080/10409289.2020.1839288

q2 · i? · qualitative · r2

Mixed-methods analysis of coaches' retrospective TDF survey and teacher/coach focus groups, interviews, and open-ended survey responses across three Developing Talkers studies. The environmental context domain drew "60 coded qualitative responses and 71.88% of coaches ranking this as a barrier."

"This domain was the most salient barrier identified, with 60 coded qualitative responses and 71.88% of coaches ranking this as a barrier."

Discussion¶

Related Claims¶

• Teachers' limited skills in facilitating conversations and managing classrooms was the second most salient implementation barrier — related
• Limited teacher knowledge of language development and curriculum procedures was the third key implementation barrier — related
• Habit change and memory/attention difficulties were conditional barriers for some teachers, contrary to expectations — related
• Daily teaching demands competed with and distracted from a sustained developmental focus on instructional improvement — possibly the same claim (merge candidate)
• Districts prioritize the Science of Reading but implementation varies due to competing initiatives and inconsistent EL support — related
• Teachers reported pacing demands, student struggles with rigor, and technology impediments as factors hindering ERWC implementation — related
• Implementation of school mindfulness programs is facilitated by collegial teaching, administrative and parental support, and children's enthusiasm, and hindered by lack of time and disengaged students — related
• School administrators underestimate parental demand for computer science education and face resource and prioritization barriers — a narrower finding that bears on this claim
• Contrary to program guidelines, English acquisition was given priority over Spanish acquisition in practice — related
• Interviewed teachers attributed disengagement to technical, institutional, and social-relational environmental constraints rather than capability deficits — related