TY - JOUR
T1 - Using coaching to increase preschool teachers' use of emergent literacy teaching strategies
AU - Hsieh, Wu Ying
AU - Hemmeter, Mary Louise
AU - McCollum, Jeanette A.
AU - Ostrosky, Michaelene M.
N1 - Funding Information:
The preparation of this manuscript was supported by a field initiated research grant “The effects of individual and group interventions on emerging literacy skills in young children” (Office of Special Education Programs, U.S. Department of Education, #H324C030114A).
Copyright:
Copyright 2009 Elsevier B.V., All rights reserved.
PY - 2009/9
Y1 - 2009/9
N2 - This single-subject study assessed the effects of in-classroom coaching on early childhood teachers' use of emergent literacy teaching strategies. Teaching strategies were grouped into clusters related to oral language and comprehension of text, phonological awareness and alphabetic principle, and print concepts and written language, with coaching being applied to each cluster separately. The coaching process included two primary components: a brief initial meeting to introduce teaching strategies in the cluster, and semi-weekly observation with follow-up discussion using data collected during the observation. A third, booster component was added when the teacher did not achieve a pre-established criterion. Participants were five early childhood teachers, three in child care programs and two in public school pre-kindergarten programs. The intervention phase lasted approximately 6 weeks for each teacher. Results indicated that this approach to coaching was effective for increasing the number of teaching strategies that teachers used in each cluster. Individual differences among teachers are discussed, and implications for future research and practice are explored.
AB - This single-subject study assessed the effects of in-classroom coaching on early childhood teachers' use of emergent literacy teaching strategies. Teaching strategies were grouped into clusters related to oral language and comprehension of text, phonological awareness and alphabetic principle, and print concepts and written language, with coaching being applied to each cluster separately. The coaching process included two primary components: a brief initial meeting to introduce teaching strategies in the cluster, and semi-weekly observation with follow-up discussion using data collected during the observation. A third, booster component was added when the teacher did not achieve a pre-established criterion. Participants were five early childhood teachers, three in child care programs and two in public school pre-kindergarten programs. The intervention phase lasted approximately 6 weeks for each teacher. Results indicated that this approach to coaching was effective for increasing the number of teaching strategies that teachers used in each cluster. Individual differences among teachers are discussed, and implications for future research and practice are explored.
KW - Coaching
KW - Emergent literacy
KW - Preschool teacher
KW - Professional development
KW - Single-subject study
KW - Teaching strategies
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U2 - 10.1016/j.ecresq.2009.03.007
DO - 10.1016/j.ecresq.2009.03.007
M3 - Article
AN - SCOPUS:70349769512
SN - 0885-2006
VL - 24
SP - 229
EP - 247
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
IS - 3
ER -