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	In: Topics in Early Childhood Special Education, 35 (2015) 3, S.133-143 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121415594925
Schlagwörter	Coaching (Performance); Early Childhood Education; Preschool Teachers; At Risk Students; Preschool Children; Disabilities; Social Development; Emotional Development; Teaching Methods; Intervention; Faculty Development; Educational Research; Evidence; Best Practices; Cooperation; Partnerships in Education; Needs Assessment; Observation; Goal Orientation; Reflection; Feedback (Response); Program Implementation; Fidelity; Comparative Analysis + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Handicap; Behinderung; Soziale Entwicklung; Gefühlsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsforschung; Pädagogische Forschung; Evidenz; Co-operation; Kooperation; Hochschulpartnerschaft; Bedarfsermittlung; Beobachtung; Zielorientierung; Zielvorstellung
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. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01