Supporting Implementation of Evidence-Based Practices through Practice-Based Coaching

Autor/inn/en	Snyder, Patricia A; Hemmeter, Mary Louise; Fox, Lise
Titel	Supporting Implementation of Evidence-Based Practices through Practice-Based Coaching
Quelle	35 (2015) 3, S.133-143 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/0271121415594925
Schlagwörter	At Risk Students; Best Practices; Coaching (Performance); Comparative Analysis; Cooperation; Disabilities; Early Childhood Education; Educational Research; Emotional Development; Evidence; Faculty Development; Feedback (Response); Fidelity; Goal Orientation; Intervention; Needs Assessment; Observation; Partnerships in Education; Preschool Children; Preschool Teachers; Program Implementation; Reflection; Social Development; Teaching Methods; Evidence Based Practice + Suchen Sie Ihr Suchwort? Co-operation; Kooperation; Handicap; Behinderung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsforschung; Pädagogische Forschung; Gefühlsbildung; Evidenz; Zielorientierung; Zielvorstellung; Bedarfsermittlung; Beobachtung; Hochschulpartnerschaft; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Soziale Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In active implementation science frameworks, coaching has been described as an important competency "driver" to ensure evidence-based practices are implemented as intended. Empirical evidence also has identified coaching as a promising job-embedded professional development strategy to support implementation of quality teaching practices. The purpose of the present article is to describe a coaching framework designed to support early childhood practitioners to implement evidence-based teaching practices with fidelity. We explicate the key components of the coaching framework, provide theoretical and empirical rationales for each component, and describe how it was operationalized for use as a coaching protocol in several studies. The studies focused on supporting preschool teachers of young children with or at risk for disabilities to implement social-emotional, behavioral, and instructional teaching practices with fidelity. For this special issue, we offer recommendations for future research and considerations for wider scale application and situate each article in the context of coaching and the coaching framework described in this article. [This article was published in "Topics in Early Childhood Special Education" (EJ1076861).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01