Correlations between coaching quality and teacher change in social-emotional teaching practices
Bibliographic Data
| ID | 6422053 |
|---|---|
| Authors | Jessica K Hardy (0000-0003-3697-4176), Jill F Grifenhagen (0000-0001-7652-5813), Ragan H Mcleod (0000-0002-8099-1742), Katerina M Marcoulides (0000-0001-8829-870X), Mary Louise Hemmeter (0000-0002-6319-3407) |
| Year | 2025 |
| Volume | 71 |
| Pages | 183-192 |
| Publication date | 2025-01-01 |
| 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.2025.01.003 |
| OpenAlex | W4406614795 |
| Language | EN |
| References cited | 51 |
Coaching · Developmental psychology · Medical education · Pedagogy · Political science · Psychotherapist · Quality (philosophy · Social change · Social emotional learning · Applied Psychology · Early Childhood Education and Development · Educational and Psychological Assessments · Medicine · Psychology · Teacher Education and Leadership Studies
Professional Development in Early Childhood Programs
The Effect of Teacher Coaching on Instruction and Achievement
Supporting Implementation of Evidence-Based Practices Through Practice-Based Coaching
Using Coaching to Improve the Fidelity of Evidence-Based Practices
Mapping the Literature to Identify Early Childhood Coaches’ Backgrounds and Training
Using Implementation Fidelity to Aid in Interpreting Program Impacts
A Framework for Measuring Fidelity of Implementation
Using coaching to increase preschool teachers’ use of emergent literacy teaching strategies
Improving teacher-child interactions
Corollary child outcomes from the Pyramid Model professional development intervention efficacy trial
Examining different forms of implementation and in early childhood curriculum research
A meta-analysis and systematic review of the associations between professional development of early childhood educators and children's outcomes
University-based literacy coaches as outsiders to the rural school context
Commentary on the Special Issue on Instructional Coaching Models
The Effect of Content-Focused Coaching on the Quality of Classroom Text Discussions
Improving Impact Studies of Teachers' Professional Development
Convergent and discriminant validation by the multitrait-multimethod matrix
Student-Focused Coaching
Instructional Coaching as High-Quality Professional Development
| Highly cited | No |
|---|