Effects of Coaching and Data-Based Feedback on Teacher Implementation of Enhanced Milieu Teaching (EMT)

Autor/in	McLeod, Ragan H.
Titel	Effects of Coaching and Data-Based Feedback on Teacher Implementation of Enhanced Milieu Teaching (EMT)
Quelle	In: Reading Psychology, 42 (2021) 8, S.858-872 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2021.1968086
Schlagwörter	Coaching (Performance); Feedback (Response); Data Use; Preschool Teachers; Preschool Children; Low Income Students; Language Skills; Program Implementation; Teaching Methods; Play; Disadvantaged Youth; Preschool Education; Intervention + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Language skill; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Spiel; Benachteiligter Jugendlicher
Abstract	Supporting language skills for children who evidence delays in preschool is an important area of focus for school-age reading outcomes. Two preschool teachers were trained to implement a play-based language intervention, Enhanced Milieu Teaching (EMT), with children from low-income households with delayed language skills. A multiple-baseline single case design study was implemented to measure the effects of coaching and data-based feedback on teachers' use of EMT practices. One teacher reached criterion levels on all three behaviors, while the second was unable to reach criterion levels on all behaviors due to absences and the end of the school year. Teachers' use of EMT strategies generalized to lesser extents to uncoached sessions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01