Search results for: Coaching
Page 1/5 43 items
Examining the effects of internal versus external coaching on preschool teachers’ implementation of a framework of evidence-based social-emotional practices
Coaching is becoming widely recognized as a tool to help early childhood educators enhance teaching and build professional skills. Although effective, the use of an external coach can be cost and time prohibitive. This study examined the effectiveness of internal peer coaches as compared to external coaches in implementation fidelity of an evidence-based framework aimed at enhancing the social-emotional competencies of young children in early childhood classrooms. Fifteen Head Start teachers and 125 of their students participated in this study. The intervention consisted of training on practice-based coaching, training on the social-emotional framework, and eight weeks of coaching (eight teachers participated as internal peer coaches and seven received external coaching). Pre and post data included an assessment of fidelity to the framework and evaluation of individual child social skills. Overall, results suggest that internal peer coaches were more effective at supporting the implementation of practices with fidelity. Children in classrooms with internal coaches demonstrated a significant increase in social skills. Although more research is needed, internal peer coaching can be considered as a potential solution to the challenges of working with an external coach.
Updated: Apr. 11, 2022
Continuity of learning and development for children transitioning from pre-compulsory to compulsory education remains challenging in many educational contexts. There is little evidence about the potential of coaching to build teacher capability as a strategy to enhance continuity for children. This article reports details of how a collective case study and the theory of practice architectures framed an investigation of coaching practices aimed at building teacher capability to address student continuity issues. The research endorses a situated (site ontological) approach to building teacher capability to enhance continuity in the early years. Findings identify how site-based conditions influenced (enabled and constrained) coaching practices and transitional continuity.
Updated: Mar. 09, 2022
This mixed methods study investigates novice teacher and coach survey responses from a two-year induction programme to learn more about what makes a good match. The authors qualitatively analyse comments from all novice teachers and coaches who were paired across years and find shared themes of structural, professional, and personality similarities as well as the importance of coaching support prominent throughout novice teacher responses. They also use logistic regression to indicate that novice teachers’ ratings of coaching skills and coaches’ beliefs about the induction programme fitting within vertical professional development were positive and significant predictors of perceptions of being well matched. Findings have implications for induction programmes on how to match their coaches with novice teachers to enhance teacher development.
Updated: Mar. 02, 2022
E-coaching Preschool Teachers to Use Simultaneous Prompting to Teach Children with Autism Spectrum Disorder
In this study, researchers examine the impact of e-coaching (including a web-based professional development (PD) portal consisting of a learning module, self-monitoring, and video feedback) on preschool teachers’ use of a simultaneous prompting (SP) procedure and the effects of SP on teaching discrete skills to their students with autism spectrum disorder (ASD). The researchers also examine maintenance and generalization effects on teachers’ and students’ behaviors. Moreover, researchers investigate the social validity of the study. They use nested multiple probe designs across four preschool teacher and student dyads to evaluate the effects of the e-coaching intervention and the SP procedure, respectively, on teachers’ and students’ behaviors. E-coaching was effective in the acquisition, maintenance, and generalization of preschool teachers’ use of the SP procedure, and the SP procedure was effective in teaching discrete skills to students with ASD. Teachers had positive opinions about e-coaching and the SP procedure. Limitations and implications for future research are discussed.
Updated: Feb. 27, 2022
This mixed-methods study explores the experiences and influence of induction on novice teachers. The authors quantitatively analyze survey data from over two thousand novice teachers and a thousand of their coaches through statistical comparisons and multiple linear regression analyses to explore whether structures of induction are associated with how teachers learn and develop in their pedagogy. Qualitative analyses of respondents’ open-ended responses guided by word cluster formations indicate a positive feeling about this induction program but revealed differing areas of focus between novice teachers and their coaches. Results indicate the importance of coaches, curriculum, and the learning management system in creating positive induction experiences. Findings from this study have implications for the influence and structural design of induction programs for novice teacher development.
Updated: Feb. 08, 2022
Impact of eCoaching With Video-Based Reflection on Special Education Teacher Candidates’ Instructional Skills
Clinical experiences are a critical component of teacher preparation programs. Two technology-based approaches used during clinical experiences in special education teacher preparation that have shown promise are eCoaching and video-based reflection. When used in combination as a comprehensive intervention, eCoaching and video-based reflection may offer teacher candidates increased learning opportunities to promote improved fidelity of evidence-based practices. Thus, using a multiple-probe single-case research design, the authors examined the effect of eCoaching with video-based reflection on special education teacher candidates’ use and quality of target teacher strategies and on focus student responses. They found an increase in the use of target teacher strategies for two of three participants, and an increase in the quality of participants’ strategy implementation and students’ responses for all participants. Participants improved their ability to provide high-quality opportunities for choice making and open-ended responding with consistency. Implications for research and practice are discussed.
Updated: Sep. 09, 2021
“Becoming” a mentor between reflective and evaluative discourses: A case study of identity development
This case study interpreted the experiences of a teacher as she grew her coaching and mentoring practices by working with preservice teachers and participating in professional development focused on reflective coaching, mentorship, and literacy teaching. The authors drew on the notion of “becoming” from critical and sociocultural theories in analyzing how she constructed a teaching identity through mentoring, and how her identity enabled her to enact reflective coaching practices. Their findings outline her agentic moves to provide the preservice teacher with reflective support, rather than evaluative critique, in opposition to the surveillance and regulation that characterize many existing teacher evaluation models.
Updated: Jun. 16, 2021
This mixed methods study explores a comprehensive survey administered in one induction program of over 2000 novice teachers and 1000 of their coaches. Quantitative analyses through Structural Equation Modeling indicate the mediating impact that coaches have on various design features of induction, which then have an impact on novice teacher learning and pedagogy. Qualitative analyses of comments reveal respondent satisfaction with programmatic structures in influencing their induction experiences while reiterating the importance of coaching. Findings have two main implications: 1) the impact of quality coaching for novice teacher professional growth, in conjunction with the importance of matching novice teachers and their coaches appropriately, and 2) the significance of curriculum, technology, and customer service in having an impact on the overall novice teacher and coach experience throughout induction. These findings have implications for the work of coaching and design features of induction programs.
Updated: Apr. 20, 2021
This paper examines the practice of two novice teacher educators working as instructional coaches in a university-based teacher education program. Previous research suggests that the knowledge and skills required to be an effective teacher are distinct from those required to be an effective teacher educator. Yet novice teacher educators often receive minimal preparation. This qualitative study identifies dilemmas that novice coaches encounter during observation debrief conversations in order to inform coach training. The findings suggest that the process used by the researchers to surface dilemmas may also be a useful intervention in shaping the identity and practice of novice teacher educators.
Updated: Sep. 29, 2020
Effects of a Training Package to Increase Teachers’ Fidelity of Naturalistic Instructional Procedures in Inclusive Preschool Classrooms
Despite a plethora of research on the effectiveness and utility of naturalistic instructional procedures, few studies have examined the training and coaching practices used to prepare teachers to use these procedures. The authors trained two preschool teachers of inclusive classrooms to use naturalistic instructional procedures within the context of their daily activities. The training package consisted of the most commonly utilized teacher training and coaching practices. Teachers evaluated the social and ecological validity of the training and coaching practices throughout the study. Results indicated that both teachers acquired target naturalistic instructional procedures with concomitant decreases in the number of unrelated task demands presented to children. Teachers reported idiosyncratic differences across social and ecological validity ratings. Implications for future research and teacher training are discussed by the authors.
Updated: Jul. 29, 2019