Limited teacher knowledge of language development and curriculum procedures was the third key implementation barrier¶

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? The Knowledge domain was coded 43 times and identified as a barrier by 53.13% of coaches, spanning responsive conversation-partner knowledge and procedural knowledge of materials. → 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 barrier analysis across three studies; some teachers, including some who spoke English as a second language, lacked vocabulary knowledge to explain academic words in child-friendly ways, and early-stage teachers needed help navigating lesson materials.

"The Knowledge domain was coded 43 times in the qualitative data and identified as a barrier by 53.13% of coaches in the TDF survey."

Discussion¶

Related Claims¶

• Competing priorities for instructional time (environmental context) was the most salient barrier to teachers' implementation of a supplemental language curriculum — related
• Teachers' limited skills in facilitating conversations and managing classrooms was the second most salient implementation barrier — related
• Habit change and memory/attention difficulties were conditional barriers for some teachers, contrary to expectations — related
• Districts prioritize the Science of Reading but implementation varies due to competing initiatives and inconsistent EL support — related
• Implementing collaborative argumentation is challenged by time constraints, curriculum fit, teacher training, and system-level support — related