Immediate Changes, Trade-Offs, and Fade-Out in High-Quality Teacher Practices During Coaching
Bibliographic Data
| ID | 9733818 |
|---|---|
| Authors | Emily Hanno (0000-0002-9136-4293, Harvard Graduate School of Education, corresponding author) |
| Year | 2022 |
| Volume | 51 |
| Issue | 3 |
| Pages | 173-185 |
| Publication date | 2022-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x211062896 |
| OpenAlex | W3214783614 |
| Language | EN |
| Citations received | 8 |
| References cited | 37 |
Coaching is an increasingly used professional development approach involving ongoing, individualized teacher-coach exchanges hypothesized to drive immediate changes in teachers’ practices with students. Examining this hypothesis, the present study quantifies marginal changes after individual coaching cycles in a set of commonly considered, high-quality teacher practices using a teacher fixed effects approach. It draws on panel data from 169 early childhood educators participating in a 9-month coaching intervention using the MyTeachingPartner approach intended to improve practices outlined in the Teaching Through Interactions framework. Results indicated that emotional support and classroom organization practices improved immediately after any coaching cycle, whereas others, like instructional support and literacy focus practices, only changed after cycles focused on those specific practices. Some immediate postcycle differences in practices endured over time, whereas others dissipated quickly
Best practice · Business · Coaching · Developmental psychology · Early childhood · Faculty Development · Intervention (counseling · Literacy · Mathematics education · Medical education · Pedagogy · Political science · Professional development · Quality (philosophy · Set (abstract data type · Teacher Quality · Applied Psychology · Computer Science · Early Childhood Education and Development · Educational and Psychological Assessments · Marketing · Medicine · Parental Involvement in Education · Psychology
Sources of Variance in Principals’ Ratings of Teaching
Effective Teacher Professional Development
Nudging Early Educators’ Knowledge, Beliefs, and Practices
Classroom Climate and the Basic Psychological Needs of Students in Special Education
A meta-analysis of the effectiveness of coaching and the contribution of coaching processes to learning outcomes for early childhood teachers and children
Annotated Bibliography of Research in the Teaching of English
Evaluation of the coaching practice with teachers in the implementation of retelling activities in preschool period
Fostering, Tailoring, Negotiating
Perspectives on Thinking, Learning, and Cognitive Styles
The acute effect of local homicides on children's cognitive performance
Teaching through Interactions
The Effect of Teacher Coaching on Instruction and Achievement
Professional Development and Teacher Change
An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement
Teacher and Teaching Effects on Students’ Attitudes and Behaviors
Teachers' Daily Interactions With Children
Impact of In-Service Professional Development Programs for Early Childhood Teachers on Quality Ratings and Child Outcomes
Back to Basics
Coaching and Coursework Focused on Teacher–Child Interactions During Language/Literacy Instruction
Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms
Pre-service teacher use of communication strategies upon receiving immediate feedback
The acute effect of community violent crime on maternal engagement in cognitive and socioemotional stimulation
Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children
Elaborating a model of teacher professional growth
The Effect of Local Violence on Children’s Attention and Impulse Control
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning
Expert performance
What Makes Professional Development Effective? Results From a National Sample of Teachers
Improving Impact Studies of Teachers' Professional Development
Impact of Coaching on Preservice Teachers' Use of Embedded Instruction in Inclusive Preschool Classrooms
My Teaching Partner-Secondary
Core Practices and Pedagogies of Teacher Education
Instructional Coaching as High-Quality Professional Development
Children's Cognitive Performance and Selective Attention Following Recent Community Violence
| Unique citing works | 8 |
|---|---|
| Citations per year | 2,67 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |