東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Job-embedded coaching to implement t...

Parks, Stephanie.

Linked to FindBook

Google Book

Amazon

博客來

Job-embedded coaching to implement the Team Analysis of Preschoolers in Routines (TAPIR) approach: Building professional collaboration.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Job-embedded coaching to implement the Team Analysis of Preschoolers in Routines (TAPIR) approach: Building professional collaboration./
Author:	Parks, Stephanie.
Description:	171 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.
Contained By:	Dissertation Abstracts International74-02A(E).
Subject:	Education, Special. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3541811
ISBN:	9781267685889

Job-embedded coaching to implement the Team Analysis of Preschoolers in Routines (TAPIR) approach: Building professional collaboration.
Parks, Stephanie.

Job-embedded coaching to implement the Team Analysis of Preschoolers in Routines (TAPIR) approach: Building professional collaboration. - 171 p.

Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.

Thesis (Ph.D.)--University of Kansas, 2012.

This inquiry primarily employed the qualitative methodology to understand the nature impact of the utilization of the Team Analysis of Preschoolers in Routines (TAPIR) approach in a novel setting. The TAPIR approach incorporates collaborative practices throughout program components including: assessment, Individualized Education Plan (IEP) development, planning, intervention, and ongoing progress monitoring. A key feature of the TAPIR approach is its focus on functional participation of preschoolers within preschool routines. Professional development (PD) (i.e. instructional support and job-embedded coaching) was provided to an inclusive early childhood program staff to support the implementation of TAPIR by teams of early childhood practitioners. Results of the 12-week inquiry, reveal insights into: (a) existing practices, (b) intensity, duration, content focus and format of the PD, (c) barriers to implementation (i.e. the relationship of beliefs to practice), (d) shared leadership strategies, and (e) the nature and efficacy of its outcomes. Limitations of the findings and implications for future research are discussed.

ISBN: 9781267685889Subjects--Topical Terms:

606639
Education, Special.

Job-embedded coaching to implement the Team Analysis of Preschoolers in Routines (TAPIR) approach: Building professional collaboration.
LDR:02089nam a2200289 4500 001 1962791
005 20140819100646.5
008 150210s2012 ||||||||||||||||| ||eng d
020 $a 9781267685889
035 $a (MiAaPQ)AAI3541811
035 $a AAI3541811
040 $a MiAaPQ $c MiAaPQ
100 1 $a Parks, Stephanie. $3 2098907
245 1 0 $a Job-embedded coaching to implement the Team Analysis of Preschoolers in Routines (TAPIR) approach: Building professional collaboration.
300 $a 171 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.
500 $a Adviser: Barbara Thompson.
502 $a Thesis (Ph.D.)--University of Kansas, 2012.
520 $a This inquiry primarily employed the qualitative methodology to understand the nature impact of the utilization of the Team Analysis of Preschoolers in Routines (TAPIR) approach in a novel setting. The TAPIR approach incorporates collaborative practices throughout program components including: assessment, Individualized Education Plan (IEP) development, planning, intervention, and ongoing progress monitoring. A key feature of the TAPIR approach is its focus on functional participation of preschoolers within preschool routines. Professional development (PD) (i.e. instructional support and job-embedded coaching) was provided to an inclusive early childhood program staff to support the implementation of TAPIR by teams of early childhood practitioners. Results of the 12-week inquiry, reveal insights into: (a) existing practices, (b) intensity, duration, content focus and format of the PD, (c) barriers to implementation (i.e. the relationship of beliefs to practice), (d) shared leadership strategies, and (e) the nature and efficacy of its outcomes. Limitations of the findings and implications for future research are discussed.
590 $a School code: 0099.
650 4 $a Education, Special. $3 606639
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Sociology, Organizational. $3 1018023
690 $a 0529
690 $a 0518
690 $a 0703
710 2 $a University of Kansas. $b Special Education. $3 1024804
773 0 $t Dissertation Abstracts International $g 74-02A(E).
790 $a 0099
791 $a Ph.D.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3541811