Coaching in the Context of Social-Emotional Development: Implications for Targeted Early Childhood Professional Development

Autor/in	Harkins, Diane M.
Titel	Coaching in the Context of Social-Emotional Development: Implications for Targeted Early Childhood Professional Development
Quelle	(2013), (135 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of California, Davis
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3037-9196-3
Schlagwörter	Hochschulschrift; Dissertation; Early Childhood Education; Social Development; Emotional Development; Faculty Development; Preschool Teachers; Coaching (Performance); Skill Development; Models; Correlation; Teacher Effectiveness; Teaching Methods; Reflection; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Soziale Entwicklung; Gefühlsbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Kompetenzentwicklung; Qualifikationsentwicklung; Analogiemodell; Korrelation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	This study was designed to inform professional development in early childhood education (ECE) by examining the use of coaching to improve teacher performance in the classroom. Professional development programs that include coaching, a relationship-based method of enhancing application of newly acquired knowledge and skills, have received increasing attention in recent years. Yet there is little empirical evidence concerning the functional components of coaching that may be linked to improved teacher outcomes in early childhood settings. The current investigation examines coaching characteristics for their potential contribution to teachers' application of a social-emotional skills model during a five-month period. Results suggest that the use of reflective conversations as a coaching strategy is positively associated with implementation of the social-emotional skills model. This study may inform both professional development and implementation practice for early childhood education teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01