Habit change and memory/attention difficulties were conditional barriers for some teachers, contrary to expectations¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? About 60% of coaches endorsed Behavior Regulation and Memory, Attention, and Decision Processes domains as barriers, including lack of automaticity with a new curriculum. → 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 · r3

Coach retrospective survey and qualitative coding across the three studies; these two domains overlapped heavily in qualitative responses and were analyzed concurrently. The authors did not hypothesize memory/attention would be a barrier given a scripted curriculum.

"About 60% of coaches surveyed felt two TDF domains of Behavior Regulation and Memory, Attention, Decision Processes were a barrier to implementation."

Discussion¶

Related Claims¶

• Competing priorities for instructional time (environmental context) was the most salient barrier to teachers' implementation of a supplemental language curriculum — related
• Limited teacher knowledge of language development and curriculum procedures was the third key implementation barrier — related
• Teachers' limited skills in facilitating conversations and managing classrooms was the second most salient implementation barrier — related