Changes in observed and self-reported emotion-focused teaching: Coaching in the context of an early childhood alternative licensure program DOI Creative Commons
Timothy W. Curby, Katherine M. Zinsser,

Catherine Main

et al.

Social and Emotional Learning Research Practice and Policy, Journal Year: 2024, Volume and Issue: 4, P. 100059 - 100059

Published: Aug. 2, 2024

Preschool teachers' emotion-focused teaching (modeling of, responding to, and instructing about emotions) is associated with children's observed teacher-reported expression regulation skills, as well their engagement peers learning tasks. The present study reports findings from an alternative licensure program in which teachers receive coaching during a residency on how to support social emotional development through teaching. Using baseline post- self-reported two cohorts of teacher residents (N = 65), we examined the extent changed function number feedback sessions each received modality, duration, topical focus. Findings indicated that improved teaching, but characteristics were not individually these improvements. Early educators play significant role promoting competence, especially early childhood. Unfortunately, little training do so except delivering curricula. This assesses new for uses flexible, individualized promote Participating preschool significantly highly satisfied overall. These can inform decisions by policy-makers higher-education administrators they seek address critical shortages skilled, emotionally attuned meet needs young children.

Language: Английский

A meta-analysis of the effectiveness of coaching and the contribution of coaching processes to learning outcomes for early childhood teachers and children DOI
Rachel E. Schachter, Lisa L. Knoche,

Junrong Lu

et al.

Early Childhood Research Quarterly, Journal Year: 2025, Volume and Issue: 72, P. 156 - 169

Published: Jan. 1, 2025

Language: Английский

Citations

1
Empowering Math Curriculum Success in Early Childhood Through Group Coaching DOI
Myra K. Watson, Cathy L. Grist,

Lori A. Caudle

et al.

Early Childhood Education Journal, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 25, 2025

Language: Английский

Citations

0
Out-group and in-group relational trust in group coaching with first-grade Teachers: A single case study DOI
Jentry Stoneman Barrett, Rachel E. Schachter, Jungwon Eum

et al.

Journal of Early Childhood Teacher Education, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 21

Published: March 13, 2025

Language: Английский

Citations

0
Readiness for change in early childhood education: Insights from social emotional coaches and infant and early childhood mental health consultants DOI Creative Commons
Kaela M. Tidus, Amanda P. Williford

Infant Mental Health Journal, Journal Year: 2025, Volume and Issue: unknown

Published: April 23, 2025

Abstract This study explores readiness for change (RFC) in infant and early childhood education through the perspectives of mental health (IECMH) consultants social‐emotional (SEL) coaches. Specifically, this research examines how these professionals perceive educators’ RFC, identify barriers facilitators to engagement, implement strategies tailor intervention efforts based on individual levels readiness. Semi‐structured qualitative interviews were conducted with 13 IECMH SEL coaches southeastern United States, demographic data indicating a predominantly female sample, diverse racial backgrounds professional experience. Thematic analysis identified key themes, including importance individualized approaches, supportive relationships, influence both structural internal RFC. Findings underscore need validated measures RFC suggest that enhancing may strengthen impact IECMHC practice‐based coaching interventions. These insights contribute deeper understanding complexities involved fostering offer practical implications practitioners, researchers, policymakers.

Language: Английский

Citations

0
Mapping the Literature to Identify Early Childhood Coaches’ Backgrounds and Training DOI
Rachel E. Schachter, Molly J. Goldberg,

Junrong Lu

et al.

Early Education and Development, Journal Year: 2023, Volume and Issue: 35(5), P. 964 - 983

Published: Oct. 12, 2023

ABSTRACTCoaching is a key lever for supporting professional learning in early childhood, and coaches serve critical role the coaching process. However, little known about themselves which gap evaluating efficacy of making decisions around policies practices. This mapping review synthesizes childhood research to identify background characteristics training experiences (0–8) coaches. We reviewed 374 studies information their coaching. Research Findings: Coaches were experienced educated; however, qualification requirements varied across studies. generally part team that conducted study. Over 15 different terms used describe Only 145 provided coach training, tended be via workshops focused on implementing specific model. Overall, we noted inconsistency reporting absence Practice Policy: These findings are call action researchers. More consistency thoroughness needed coach-level as well Additionally, there need consensus definition terms. Disclosure StatementNo potential conflict interest was reported by author(s).Additional informationFundingThis work funded Council Grant-in-Aid, Maude Hammond Fling Faculty Fellowship; University Nebraska

Language: Английский

Citations

4
Changes in observed and self-reported emotion-focused teaching: Coaching in the context of an early childhood alternative licensure program DOI Creative Commons
Timothy W. Curby, Katherine M. Zinsser,

Catherine Main

et al.

Social and Emotional Learning Research Practice and Policy, Journal Year: 2024, Volume and Issue: 4, P. 100059 - 100059

Published: Aug. 2, 2024

Preschool teachers' emotion-focused teaching (modeling of, responding to, and instructing about emotions) is associated with children's observed teacher-reported expression regulation skills, as well their engagement peers learning tasks. The present study reports findings from an alternative licensure program in which teachers receive coaching during a residency on how to support social emotional development through teaching. Using baseline post- self-reported two cohorts of teacher residents (N = 65), we examined the extent changed function number feedback sessions each received modality, duration, topical focus. Findings indicated that improved teaching, but characteristics were not individually these improvements. Early educators play significant role promoting competence, especially early childhood. Unfortunately, little training do so except delivering curricula. This assesses new for uses flexible, individualized promote Participating preschool significantly highly satisfied overall. These can inform decisions by policy-makers higher-education administrators they seek address critical shortages skilled, emotionally attuned meet needs young children.

Language: Английский

Citations

0