Using a randomized controlled trial, we tested a new teacher professional development program for increasing the language and literacy skills of young Latino English learners with 45 teachers and 105 students in 12 elementary schools. School-based teams randomly assigned to the intervention received professional development focused on cultural wealth, high-impact instructional strategies, and a framework for collaboration. We observed each teacher three times during the school year and assessed students individually at the beginning and end of the school year using the Woodcock Muñoz Language Survey (WMLS). Using an intent-to-treat (ITT) analysis, we found effects for the intervention on teachers’ implementation of high-impact instructional strategies and students’ language and literacy skills.
This study investigates how a rural school's Native American administrators' culturally responsive consultation supported the implementation of an innovative problem-solving teaming process. The administrators managed the adoption of an Instructional Consultation Team innovation by utilizing their basic knowledge of local cultural norms. They actively affirmed the importance of the community's diversity and made connections between the home and school experiences of students. Components of the innovation, such as attending to consultees' lack of objectivity and providing alternative views of the teacher/consultee's work problem, were integrated into a culturally responsive consultation style, which led to an effective adoption of the innovation.
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