Impact of Coaching on Preservice Teachers' Use of Embedded Instruction in Inclusive Preschool Classrooms
Bibliographic Data
| ID | 5138577 |
|---|---|
| Authors | Salih Rakap (0000-0001-7853-3825, Ondokuz Mayis University, Samsun, Turkey, corresponding author) |
| Year | 2017 |
| Volume | 68 |
| Issue | 2 |
| Pages | 125-139 |
| Publication date | 2017-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487116685753 |
| OpenAlex | W2577431332 |
| Language | EN |
| Citations received | 7 |
| References cited | 42 |
The purpose of the present study was to examine the impact of training plus coaching on special education preservice teachers' use of embedded instruction learning trials (EILTs) within ongoing activities of inclusive preschool classrooms. A multiple baseline across participants design was used to investigate the relationships between coaching and preservice teachers' implementation of EILTs across settings and over time. Corollary relationships between preservice teachers' implementation and child learning outcomes were also examined. Results indicate training plus coaching is an effective method for increasing preservice teachers' use of EILTs. Preservice teachers generalized their use of EILTs to another setting and maintained their use during follow-up sessions conducted 1 to 8 weeks after coaching ended. Moreover, as preservice teachers' accuracy of implementing EILTs increased, percentage of children's correct responding increased. Implications for future research and practice are discussed
Coaching · Inclusion (mineral) · Intervention (counseling) · Mathematics education · Medical education · Multiple baseline design · Pedagogy · Professional development · Teacher education · Teacher Preparation · Behavioral and Psychological Studies · Collaborative Teaching and Inclusion · Inclusion and Disability in Education and Sport · Medicine · Psychology
Towards Implementation of an Early Intervention Model by a Paraguayan Organization
A Randomized Trial of Embedded Instruction Training and Coaching for Preschool Teachers
School-based consultation and coaching for promoting teachers’ generalized outcomes
Effects of V-Coach, a virtual coaching model in supporting pre-service teachers' implementation of a virtual evidence-based reading intervention
Evaluation of the coaching practice with teachers in the implementation of retelling activities in preschool period
Embedded instruction for young children with disabilities
Immediate Changes, Trade-Offs, and Fade-Out in High-Quality Teacher Practices During Coaching
Single-Case Intervention Research Design Standards
Combining Nonoverlap and Trend for Single-Case Research
Supporting Implementation of Evidence-Based Practices Through Practice-Based Coaching
Using Coaching to Improve the Fidelity of Evidence-Based Practices
Impact of performance feedback delivered via electronic mail on preschool teachers’ use of descriptive praise
Pre-service teacher use of communication strategies upon receiving immediate feedback
| Unique citing works | 7 |
|---|---|
| Citations per year | 1,17 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |