Coaching Teachers to Improve Students' School Readiness Skills: Indirect Effects of Teacher-Student Interaction

Autor/inn/en	Pianta, Robert C.; Lipscomb, Daniel; Ruzek, Erik
Titel	Coaching Teachers to Improve Students' School Readiness Skills: Indirect Effects of Teacher-Student Interaction
Quelle	In: Child Development, 92 (2021) 6, S.2509-2528 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pianta, Robert C.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13600
Schlagwörter	Coaching (Performance); Teacher Student Relationship; Preschool Children; Preschool Education; Low Income Students; Literacy; Receptive Language; Short Term Memory; Prediction; School Readiness; Classroom Communication; Urban Schools; Feedback (Response); Faculty Development; Child Development + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Alphabetisierung; Schreib- und Lesefähigkeit; Rezeptive Kommunikationsfähigkeit; Kurzzeitgedächtnis; Vorhersage; Readiness for school; School ability; Schulreife; Klassengespräch; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Kindesentwicklung
Abstract	This study examined indirect associations of MyTeachingPartner coaching with pre-K students' (N = 1,570; 73% low income) school readiness, via improvements of teachers' (N = 393; 47% Black; 41% Head Start) classroom interactions. Data were collected across 2008-2009 and 2009-2010 in 10 urban sites across the eastern United States. The number of completed coaching cycles was examined as a predictor of teacher-student interactions, as were direct or indirect associations with students' literacy, receptive language, and working memory skills. Significant findings indicated that teachers engaged in more feedback cycles showed greater improvements in instructional interactions, in turn predicting greater increases in students' early literacy and working memory. Results confirm the theory of change for coaching and an ecological-developmental conceptualization of school readiness. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01