Mary Louise Hemmeter
Biographic Data
| ID | 4420324 |
|---|---|
| NAME | Mary Louise Hemmeter |
| GIVEN NAMES | Mary Louise |
| FAMILY NAME | Hemmeter |
| SIGNATURE | HEMMETER M L |
| AFFILIATIONS | Vanderbilt University |
| ORCID | 0000-0002-6319-3407 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 26 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Correlations between coaching quality and teacher change in social-emotional teaching practices
Program-wide implementation of the Pyramid Model
Exclusionary discipline practices in early childhood settings
Corollary child outcomes from the Pyramid Model professional development intervention efficacy trial
Supporting Implementation of Evidence-Based Practices Through Practice-Based Coaching
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 pra…
Impact of performance feedback delivered via electronic mail on preschool teachers’ use of descriptive praise
Using coaching to increase preschool teachers’ use of emergent literacy teaching strategies
Instruction of students with moderate and severe disabilities in elementary classrooms
Predictors of developmentally appropriate classroom practices in kindergarten through third grade
Predictors of developmentally appropriate classroom practices in kindergarten through third grade
Corollary child outcomes from the Pyramid Model professional development intervention efficacy trial
Impact of performance feedback delivered via electronic mail on preschool teachers’ use of descriptive praise
Using coaching to increase preschool teachers’ use of emergent literacy teaching strategies
Exclusionary discipline practices in early childhood settings
Instruction of students with moderate and severe disabilities in elementary classrooms
Program-wide implementation of the Pyramid Model
Instruction of students with moderate and severe disabilities in elementary classrooms
Predictors of developmentally appropriate classroom practices in kindergarten through third grade
Using coaching to increase preschool teachers’ use of emergent literacy teaching strategies
Impact of performance feedback delivered via electronic mail on preschool teachers’ use of descriptive praise
Supporting Implementation of Evidence-Based Practices Through Practice-Based Coaching
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 pra…
Exclusionary discipline practices in early childhood settings
Corollary child outcomes from the Pyramid Model professional development intervention efficacy trial
Program-wide implementation of the Pyramid Model
Correlations between coaching quality and teacher change in social-emotional teaching practices
Psychology (9 works) · Early Childhood Education and Development (8 works) · Medicine (8 works) · Medical education (6 works) · Developmental psychology (5 works) · Coaching (4 works) · Family and Disability Support Research (4 works) · Intervention (counseling (4 works) · Applied Psychology (3 works) · Behavioral and Psychological Studies (3 works)