Date of Award

Spring 2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching & Learning

Program/Concentration

Curriculum and Instruction

Committee Director

Abha Gupta

Committee Member

Lea Lee

Committee Member

Jihea Maddamsetti

Committee Member

Pete B. Baker

Abstract

This descriptive research study utilizes a mixed methods design to explore the impact of integrating language modeling into the Classroom Assessment Scoring System (CLASS) on teachers' perspectives on language teaching and learning. Additionally, the study analyzed teacher-child interactions in Pre-K settings in Southeast Virginia, U.S.A.

Observations were conducted in eleven (11) classrooms using the Pre-K CLASS, a key instrument for assessing the quality of teacher-child interactions across domains such as Emotional Support, Classroom Organization, and Instructional Support, which includes Language Modeling. The CLASS tool was supplemented with detailed notetaking to capture both quantitative scores and qualitative nuances of interactions. This approach provided objective data crucial for addressing Research Question 1 (RQ1) - "How do Pre-K teachers perceive, integrate, and describe the impacts of teaching with language modeling on their children’s learning?" and Research Question 2 (RQ2) - "How do teacher-child relationships and interactions contribute to the support of language development and language learning in Pre-K classrooms?" It facilitated a comprehensive analysis through bivariate correlations, regression results and performance characteristics, concentrating on the crucial elements that contribute to effective language development in early childhood education.

Following the observations, eleven (11) participating Pre-K teachers took part in oneon-one structured interviews and a collaborative focus group session. These qualitative methods aligned with the research questions and theoretical framework, encouraging teachers to share their experiences with language modeling, its perceived impact, and their feelings about language-related classroom activities. The focus group facilitated collaborative discussions, allowing a shared exploration of language modeling practices. These in-depth conversations captured the qualitative aspects of integrating language modeling, emphasizing the multifaceted nature of teachers’ experiences.

The findings emphasize the importance of adapting to diverse needs, overcoming challenges, and engaging in continuous professional development to maintain effective teaching practices. Colleagues' collaborative approach and consistent refinement of strategies contribute to creating an inclusive and supportive learning environment that fosters language growth and development.

Rights

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

DOI

10.25777/1z0j-fe95

ISBN

9798280752610

ORCID

0009-0006-2400-9570

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