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Article: Coaching Teachers for Emergent Literacy Instruction Using Performance-Based Feedback

TitleCoaching Teachers for Emergent Literacy Instruction Using Performance-Based Feedback
Authors
Issue Date2013
Citation
Topics in Early Childhood Special Education, 2013, v. 33 n. 1, p. 28-37 How to Cite?
AbstractCoaching has garnered support as a professional development approach that helps teachers use research-based instruction to teach emergent literacy skills to young children. However, approaches to coaching vary widely, as do the backgrounds and training of the teachers included in different studies. This study investigated the influence of skill-focused coaching on certified teachers’ use of three clusters of instructional skills. Discussion of visually represented observation data provided the primary framework for coaching. After coaching, teachers in the intervention group used significantly more of the skills in two of three clusters of instructional skills than did those in the control group. Group differences also were found on the language and literacy sections of a general measure of the classroom literacy environment, indicating that targeted skill coaching may have more general effects on classroom quality. Results are discussed from the perspectives of professional development and research on coaching.
Persistent Identifierhttp://hdl.handle.net/10722/192227
ISSN
2015 Impact Factor: 1.143
2015 SCImago Journal Rankings: 0.804
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorMcCollum, JAen_US
dc.contributor.authorHemmeter, MLen_US
dc.contributor.authorHsieh, W-Yen_US
dc.date.accessioned2013-10-23T09:29:00Z-
dc.date.available2013-10-23T09:29:00Z-
dc.date.issued2013en_US
dc.identifier.citationTopics in Early Childhood Special Education, 2013, v. 33 n. 1, p. 28-37en_US
dc.identifier.issn0271-1214en_US
dc.identifier.urihttp://hdl.handle.net/10722/192227-
dc.description.abstractCoaching has garnered support as a professional development approach that helps teachers use research-based instruction to teach emergent literacy skills to young children. However, approaches to coaching vary widely, as do the backgrounds and training of the teachers included in different studies. This study investigated the influence of skill-focused coaching on certified teachers’ use of three clusters of instructional skills. Discussion of visually represented observation data provided the primary framework for coaching. After coaching, teachers in the intervention group used significantly more of the skills in two of three clusters of instructional skills than did those in the control group. Group differences also were found on the language and literacy sections of a general measure of the classroom literacy environment, indicating that targeted skill coaching may have more general effects on classroom quality. Results are discussed from the perspectives of professional development and research on coaching.-
dc.languageengen_US
dc.relation.ispartofTopics in Early Childhood Special Educationen_US
dc.titleCoaching Teachers for Emergent Literacy Instruction Using Performance-Based Feedbacken_US
dc.typeArticleen_US
dc.identifier.doi10.1177/0271121411431003en_US
dc.identifier.scopuseid_2-s2.0-84875791277en_US
dc.identifier.hkuros232296-
dc.identifier.volume33en_US
dc.identifier.issue1en_US
dc.identifier.spage28en_US
dc.identifier.epage37en_US
dc.identifier.isiWOS:000317011500003-

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