東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Factors of evidence-based coaching p...

Strichik, Tracye.

FindBook

Google Book

Amazon

博客來

Factors of evidence-based coaching practices used by pre-K coaches in Alabama and how they relate to pre-K children's scores in the areas of social-emotional, physical, language, cognitive, literacy, and mathematics in a state funded pre-K: A quantitative study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Factors of evidence-based coaching practices used by pre-K coaches in Alabama and how they relate to pre-K children's scores in the areas of social-emotional, physical, language, cognitive, literacy, and mathematics in a state funded pre-K: A quantitative study./
作者:	Strichik, Tracye.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	143 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10105932
ISBN:	9781339693835

Factors of evidence-based coaching practices used by pre-K coaches in Alabama and how they relate to pre-K children's scores in the areas of social-emotional, physical, language, cognitive, literacy, and mathematics in a state funded pre-K: A quantitative study.
Strichik, Tracye.

Factors of evidence-based coaching practices used by pre-K coaches in Alabama and how they relate to pre-K children's scores in the areas of social-emotional, physical, language, cognitive, literacy, and mathematics in a state funded pre-K: A quantitative study. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 143 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ph.D.)--The University of Alabama at Birmingham, 2016.

The National Association for the Education of Young Children (2011), The National Staff Development Council (2012), and the report released by the U.S. Department of Education (2011), recommends individualizing professional development and emphasizing the application of knowledge to practice. To meet the challenges of educating learners from all levels, teachers need professional development that is ongoing and job embedded (Neuman & Wright, 2010; Ochshorn, 2011). A coach can be a valuable resource in leading this high-quality professional development. Coaching provides educators with authentic opportunities to learn from, and with, one another inside the classroom and improves the classroom experience for both teachers and students (Joyce & Showers, 2002). The purpose of this quantitative study was to examine the degree of association between the characteristics of coaching pre-K teachers in a state funded pre-K and quality classroom environments indicators and child outcomes. Quality classroom environment indicators included Emotional Support, Classroom Organization, and Instructional Support. Coaching characteristics included coaching interactions, observation/practice, and use of follow-up strategies. Student achievement was measured by an observation-based assessment (Teaching Strategies GOLD) in six areas of development: social-emotional, physical, language, cognitive, literacy, and mathematics. Participants included 2,259 students within 134 classrooms with 27 coaches. Data collected included dimension scores on The Coaching Practices Rating Scale, an instrument developed by Rush and Shelden (2006) and used to measure the extent to which a practitioner utilizes and adheres to research-based early childhood coaching practices. Data from classrooms included domain scores of classroom quality (Pianta et al., 2008), and an authentic, observational assessment system used to assess the development of birth through kindergarten-aged children. The system focuses on key elements that researchers have identified as most predictive of school success (Teaching Strategies, 2010). ANOVA and hierarchical linear regression were used to examine the relationships between coaching, classroom quality, and student growth scores in the areas of social-emotional, physical, language, cognitive, literacy, and mathematics. Results showed a more positive relationship between the Classroom Organization domain and all areas of growth. The results were non-significant when looking at whether effective coaches accounted for variance in teacher quality.

ISBN: 9781339693835Subjects--Topical Terms:

518817
Early childhood education.

Factors of evidence-based coaching practices used by pre-K coaches in Alabama and how they relate to pre-K children's scores in the areas of social-emotional, physical, language, cognitive, literacy, and mathematics in a state funded pre-K: A quantitative study.
LDR:03797nmm a2200313 4500 001 2119733
005 20170622092910.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781339693835
035 $a (MiAaPQ)AAI10105932
035 $a AAI10105932
040 $a MiAaPQ $c MiAaPQ
100 1 $a Strichik, Tracye. $3 3281620
245 1 0 $a Factors of evidence-based coaching practices used by pre-K coaches in Alabama and how they relate to pre-K children's scores in the areas of social-emotional, physical, language, cognitive, literacy, and mathematics in a state funded pre-K: A quantitative study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 143 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
500 $a Adviser: James Ernest.
502 $a Thesis (Ph.D.)--The University of Alabama at Birmingham, 2016.
520 $a The National Association for the Education of Young Children (2011), The National Staff Development Council (2012), and the report released by the U.S. Department of Education (2011), recommends individualizing professional development and emphasizing the application of knowledge to practice. To meet the challenges of educating learners from all levels, teachers need professional development that is ongoing and job embedded (Neuman & Wright, 2010; Ochshorn, 2011). A coach can be a valuable resource in leading this high-quality professional development. Coaching provides educators with authentic opportunities to learn from, and with, one another inside the classroom and improves the classroom experience for both teachers and students (Joyce & Showers, 2002). The purpose of this quantitative study was to examine the degree of association between the characteristics of coaching pre-K teachers in a state funded pre-K and quality classroom environments indicators and child outcomes. Quality classroom environment indicators included Emotional Support, Classroom Organization, and Instructional Support. Coaching characteristics included coaching interactions, observation/practice, and use of follow-up strategies. Student achievement was measured by an observation-based assessment (Teaching Strategies GOLD) in six areas of development: social-emotional, physical, language, cognitive, literacy, and mathematics. Participants included 2,259 students within 134 classrooms with 27 coaches. Data collected included dimension scores on The Coaching Practices Rating Scale, an instrument developed by Rush and Shelden (2006) and used to measure the extent to which a practitioner utilizes and adheres to research-based early childhood coaching practices. Data from classrooms included domain scores of classroom quality (Pianta et al., 2008), and an authentic, observational assessment system used to assess the development of birth through kindergarten-aged children. The system focuses on key elements that researchers have identified as most predictive of school success (Teaching Strategies, 2010). ANOVA and hierarchical linear regression were used to examine the relationships between coaching, classroom quality, and student growth scores in the areas of social-emotional, physical, language, cognitive, literacy, and mathematics. Results showed a more positive relationship between the Classroom Organization domain and all areas of growth. The results were non-significant when looking at whether effective coaches accounted for variance in teacher quality.
520 $a Keywords: coaching, pre-K, observation assessment, reflective, CLASS, GOLD.
590 $a School code: 0005.
650 4 $a Early childhood education. $3 518817
650 4 $a Adult education. $3 543202
650 4 $a Teacher education. $3 3172312
690 $a 0518
690 $a 0516
690 $a 0530
710 2 $a The University of Alabama at Birmingham. $b Early Childhood Education. $3 1032382
773 0 $t Dissertation Abstracts International $g 77-09A(E).
790 $a 0005
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10105932