Using coaching to increase preschool teachers’ use of emergent literacy teaching strategies
Bibliographic Data
| ID | 12138303 |
|---|---|
| Authors | Wu-Ying Hsieh (0000-0001-8153-0203, University of Illinois Chicago), Mary Louise Hemmeter (0000-0002-6319-3407, Vanderbilt University, corresponding author), Jeanette A McCollum (University of Illinois Urbana-Champaign), Michaelene M Ostrosky (0000-0003-2614-0717, University of Illinois Urbana-Champaign) |
| Year | 2009 |
| Volume | 24 |
| Issue | 3 |
| Pages | 229-247 |
| Publication date | 2009-04-18 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ecresq.2009.03.007 |
| OpenAlex | W1964109359 |
| Language | EN |
| Citations received | 16 |
| References cited | 27 |
Coaching · Developmental psychology · Early childhood · Early childhood education · Intervention (counseling · Literacy · Mathematics education · Medical education · Pedagogy · Teaching method · Child Development and Digital Technology · Early Childhood Education and Development · Medicine · Psychology · Reading and Literacy Development
Supporting Implementation of Evidence-Based Practices Through Practice-Based Coaching
The Impact of Multilevel Coaching on Pre-Service Teachers’ Fidelity of Implementation of an Evidence-Based Reading Intervention
Ready, set, action! Preservice preschool teachers’ journey from preparation to implementation of literacy activities
Twenty-five books a day
Indirect effects of coaching on pre-K students' engagement and literacy skill as a function of improved teacher–student interaction
Coaching Teachers to Improve Students’ School Readiness Skills
Impact of an Early Reading First program on the language and literacy achievement of children from diverse language backgrounds
Correlations between coaching quality and teacher change in social-emotional teaching practices
Unpacking intervention effects
Pre-service teacher use of communication strategies upon receiving immediate feedback
Associations among tiered quality rating and improvement system supports and quality improvement
Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children
Early childhood literacy coaching
Support for the Improvement of Practices through Intensive Coaching (Sipic)
Examining the relationships between data‐guided innovations and pre‐k students' social‐emotional development
A Course on Effective Teacher-Child Interactions
Child Development and Emergent Literacy
The effects of a language and literacy intervention on Head Start children and teachers.
What Makes Professional Development Effective?
Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills
Training phonological awareness
Meaningful Differences in the Everyday Experience of Young American Children
An investigation into teaching phonemic awareness through shared reading and writing
Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs
Preparing the workforce
A book reading intervention with preschool children who have limited vocabularies
The influence of home-based reading interactions on 5-year-olds’ reading motivations and early literacy development
An evaluation of two approaches for teaching phonemic awareness to children in Head Start
Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten
The impact of HeadsUp! Reading on early childhood educators’ literacy practices and preschool children's literacy skills
Quality of language and literacy instruction in preschool classrooms serving at-risk pupils
Access to Print in Low‐Income and Middle‐Income Communities
A picture book reading intervention in day care and home for children from low-income families
Access to Print for Children of Poverty
Designing Early Literacy Programs
| Unique citing works | 16 |
|---|---|
| Citations per year | 1.14 |
| Citation span | 2012 - 2026 (15) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 16 |