Exploratory Analysis of a Consultative Coaching Model Applied in Early Childhood Classrooms

Autor/inn/en	Stoiber, Karen C.; Gettinger, Maribeth; Bella, Zachary A.; Monahan, K. Leigh
Titel	Exploratory Analysis of a Consultative Coaching Model Applied in Early Childhood Classrooms
Quelle	In: Journal of Educational and Psychological Consultation, 32 (2022) 3, S.266-293 (28 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stoiber, Karen C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2021.1984930
Schlagwörter	Early Childhood Teachers; Coaching (Performance); Educational Environment; Teaching Styles; Faculty Development; Intervention; Positive Behavior Supports; Federal Programs; Consultation Programs; Graduate Students; School Psychology; Classroom Environment; Goal Orientation; Fidelity; Disadvantaged Environment; Low Income Students; Social Services; Women Faculty; Classroom Assessment Scoring System; Goal Attainment Scale + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrstil; Unterrichtsstil; Fachberatung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schulpsychologie; Klassenklima; Unterrichtsklima; Zielorientierung; Zielvorstellung; Social service; Soziale Dienstleistung; Soziale Dienste; Frauenakademie; Weibliche Gelehrte
Abstract	This study evaluates a consultation coaching model aimed to improve positive-learning environment practices and teachers' instructional style and affect in early childhood (EC) classrooms. Teachers in 15 EC classrooms participated as consultees. The consultative coaches received training that included learning (a) specific content based on evidence-based practices in positive and preventative classroom strategies, (b) coaching practices, and (c) implementation processes. Consultative coaching targeting research-based Tier I positive support environments and instructional social-emotional learning strategies occurred over an 8-week period, and included baseline and ongoing observations, feedback, and joint planning with the EC teachers. Observations using multiple measures examined the influence of coaching. Pre- to post-consultation data suggest this model holds potential for (a) increasing positive, preventative classroom qualities and (b) fostering positive change in teachers' instruction. Implications and future directions for an efficacy trial to confirm causal hypotheses regarding the role of consultative coaching practices in EC classrooms are addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01